Second Level Policies

Policies

Our Mission Statement

We, in Greenhills College, are committed to providing a comprehensive integrated education that will enable each individual to fulfil his/her potential in a positive, caring, respectful, learning environment where skills and attitudes for life-long learning are developed. We will promote equality, innovation and partnership in the delivery of our services.

Aims and Objectives

  • To foster the growth of the students of the College morally, socially, academically, emotionally and physically regardless of their social background, education achievements or intellectual ability.
  • To educate students from all religious and cultural backgrounds.
  • To provide a comprehensive curriculum to assist each student to make the most of their talents, skills and abilities.
  • To operate the College as a partnership between the staff, students, parents and the wider community in accordance with the Education Act 1998 and the Education Welfare Act 2000.
  • We aim to establish an inclusive work environment free from discrimination in accordance with the Equal Status Act 2000.
Admissions Policy 2020/2021

POLICY OR ADMISSION TO SCHOOL YEAR 2021/2022

 

 

Greenhills Community College

Post-Primary School

 

 

 

 

 

A decision on an application for admission will be based on the implementation of this Policy, the information set out in the annual Admission Notice of the school and the information provided by the Applicant in the application for admission, once received before the closing date set out in the annual Admission Notice. The Principal of Greenhills Community College is responsible for the implementation of this Admission Policy.


Introduction to Greenhills Community College

Greenhills Community College is a multi-denominational school situated in Limekiln Avenue, Walkinstown, Dublin 12, under the auspices of Dublin and Dun Laoghaire Education and Training Board (DDLETB). The college was established in 1970 and comprises an all-boys’ secondary school and a co-educational Further Education College.  This policy relates to admissions to the second-level school, which offers the Junior and Leaving Certificate programmes of the Department of Education, including the Junior Certificate Schools Programme, Transition Year, Leaving Certificate Applied Programme and Leaving Certificate Vocational Programme.  The College also operates an Autism Unit, comprising two class groups. 

 

Mission Statement and Ethos

We in Greenhills Community College, are committed to providing a comprehensive integrated education that will enable each individual to fulfil his potential in a positive, caring, respectful, learning environment where skills and attitudes for life-long learning are developed. We will promote equality, innovation and partnership in the delivery of our services.

 

As a constituent college of DDLETB, we embody its vision and mission as outlined in the DDLETB Statement of Strategy 2017 – 2021 as follows:

            “Our vision is to actively lead the provision of high quality education

 and training. Our mission is to provide a wide range of education and

 training programmes, services and supports to children, young people

 and adults across the DDLETB region. We put the learner at the heart of

 everything we do.” DDLETB Statement of Strategy 2017 – 2021

 

Aims and Objectives

  • To foster the growth of the students of the College morally, socially, academically, emotionally and physically regardless of their social background, education achievements or intellectual ability.
  • To educate students from all religious and cultural backgrounds.
  • To provide a comprehensive curriculum to assist each student to make the most of their talents, skills and abilities.
  • To operate the College as a partnership between the staff, students, parents and the wider community in accordance with the Education Act 1998, the Education Welfare Act 2000, the Equal Status Acts 2000 and 2004, the Education for Persons with Special Educational Needs Act 2004 and the Disability Act 2005.

 

Further information about Greenhills Community College

·      In 2019/2020 the second-level school had 137 students. Most year groups have two classes. The school is inclusive.  Greenhills Community College uses Restorative Practice where necessary to resolve issues.  Instructional leadership and Assessment for Learning are two of the methodologies used by teachers.

·      Second-level curricular programmes are the Junior Certificate Schools Programme, Transition Year, Leaving Certificate Applied and the Leaving Certificate Vocational Programme. The College also operates an Autism unit, comprising two classes.

·      Extra-curricular activities include Soccer, Gaelic Football, Basketball, Lego Club, Cookery Club, Chess Club and Book Club.

·      As part of the Business in the Community programme, the school is linked in with Dulux. We also have a close relationship with the local Men’s Sheds as well as the local primary and secondary schools.  

 

 


TABLE OF CONTENTS

 

 

PART A – General Information for All Applicants

1.          Glossary of terms

2.         Admission Statement

3.         Legal Framework

4.         General Admission Provisions

 

PART B - Information for Specific Categories of Applicants

5.         Application to the First-Year Group

6.         Application to All Year Groups Other Than First-Year

7.          Application to the Special Class

 

 

 

 

 

 

 

 

PART A

General Information for All Applicants

 

 

 

1.      Glossary of terms

2.      Admission Statement

3.      Legal Framework

4.     General Admission Provisions (for all Applicants)

 

 

 


 

1                  Glossary of Terms

Applicant’ means the parent / guardian of a Student, or, in the case of a Student who has reached the age of 18 years, the Student, who has made an application for admission to Greenhills Community College.

 

Student’ means the person in respect of whom the application is being made. All uses of the word throughout this Policy therefore imply ‘prospective’ as part of the interpretation. That is, the use of the word ‘Student’ does not mean that the application for him/her has been accepted such that s/he is regarded as a Student of Greenhills Community College by virtue of application alone.

 

Gender’, in line with the definition of “the gender ground” in the Equal Status Act 2000, is such that “one is male and the other is female”. This does not preclude a school which provides education to a single gender only from accepting applications on behalf of Students who identify as that gender.

 

Parent’ has the same meaning as in the Education Act 1998 and includes a foster parent and a guardian appointed under the Guardianship of Children Acts, 1964 to 1997.

 

‘Feeder Primary Schools’ refers to the primary schools of preference for application to Greenhills Community College. The feeder primary schools for Greenhills Community College are:

 

1.1       Holy Spirit Senior Primary School, Limekiln Lane, Greenhills, Dublin 12.

1.2       St. Damian’s National School, Quarry Drive, Perrystown, Dublin 12.

1.3       St. Kevin’s Boys’ School, Treepark Road, Kilnamanagh, Dublin 24.

1.4       Harold’s Cross National School, Clareville Road, Harold’s Cross, Dublin 6W.


For the purpose of the selection criterion relating to the student having a sibling who previously attended the school, ‘Sibling’ refers to full siblings, half-siblings, foster-siblings and step-siblings.

 

For the purpose of the selection criterion relating to the student having a sibling  currently enrolled in the school, ‘Sibling’ refers to full siblings, half-siblings, foster-siblings, step-siblings and students who reside in the same household.

 

Note: the wider definition of sibling in the second of the two paragraphs immediately above is for the purpose of facilitating families who are required to do more than one drop-off and/or collection to/from the school.

 

Special Class’ means a class that has, with the approval of the Minister of Education and Skills, been established by a school to provide an education exclusively for Students with a category or categories of special educational needs specified by the Minister of Education and Skills . Greenhills Community College has a Special Class, established to cater for special educational needs of Students with Autism/Autistic Spectrum Disorders.

 

‘Relevant Report’, as advised by the Department of Education and Skills and the National Council for Special Education (NCSE), means a written report based on an assessment by a relevant professional who makes a recommendation for a Special Class placement. The relevant professional may include an educational psychologist, psychologist, other relevant health professionals, HSE disability services or HSE multi-disciplinary team staff, in line with guidance issued by the NCSE on this point.

‘First-Year’ means the intake group of Students for the most junior class or year in a school.

 


 

2                 Admission Statement

Characteristic Spirit Statement for Non-Designated ETB Schools

 

ETB schools are state, co-educational, multidenominational schools underpinned by the core values of: 

·      Excellence in Education; 

·      Care; 

·      Equality; 

·      Community and  

·      Respect. 

 

 

As the state provider of education, the ETB sector defines a ‘multidenominational’ school in the following way: 

In ETB schools, all students are given equal opportunities for enrolment in line with the Education (Admissions to School) Act 2018.  Once enrolled, our schools strive to provide all students with equal opportunities to engage with the curriculum and school life. In all aspects of school life all members of our school communities are treated equitably regardless of their race, gender, religion/belief, age, family status, civil status, membership of the Traveller community, sexual orientation, ability or socio-economic status.  

 

Our schools provide a safe physical and social environment that reinforces a sense of belonging to the school community and wider society. They strive to enable every student to realise their full potential regardless of any aspect of their identity or background. Our schools promote a fully inclusive education that recognises the plurality of identities, beliefs and values held by students, parents and staff. We prepare open-minded, culturally sensitive and responsible citizens with a strong sense of shared values. 

 

In ETB schools, students of all religions and beliefs are treated equally.  The school environment and activities do not privilege any particular group over another whilst at the same time acknowledging and facilitating students of all religions and beliefs. 

 

 

 

Accordingly, Greenhills Community College shall not discriminate in its admission of a Student based on the following grounds:

 

2.1.    Gender of the Student or Applicant. However, Greenhills Community College provides second-level education exclusively for boys;

 

2.2.        Civil status of the Student or Applicant;

 

2.3.        Family status of the Student or Applicant;

 

2.4.        Sexual orientation of the Student or Applicant;

 

2.5.        Religion of the Student or Applicant;

 

2.6.        Disability of the Student or Applicant;

 

2.7.         Race of the Student or Applicant;

 

2.8.        The Student’s or Applicant’s membership of the Traveller community;

 

2.9.    Special educational needs of the Student or Applicant. However, as Greenhills Community Class provides education in its Autism unit for students exclusively with a diagnosis of that special educational need, it is not discriminatory to refuse to admit to that class a Student who does not have the specified special educational need.

 

 

Greenhills Community College shall not charge fees or payments or seek contributions as a condition of admission or continued enrolment of a Student.

 

 


 

3                 Legal Framework

DDLETB was established under the Education and Training Board Act 2013 which sets out the functions of all ETBs, including to establish and maintain recognised schools, centres for education and education and training facilities in each ETB’s functional area.

 

The board of management of Greenhills Community College is a committee established under section 44 of the Education and Training Board Act 2013 and also constitutes a board of management within the meaning of the Education Act 1998.

 

The Education (Admission to Schools) Act 2018 and the Education (Welfare) Act 2000 place a duty on all recognised schools to prepare and publish an Admission Policy.

 

The Education Act, 1998 provides for an appeal process in the event of a refusal to enrol. The appeal process is set out in section 5.3 in respect of applications made to the First-Year Group and in section 6.3 in respect of applications made to all years other than the First-Year Group.

 

 

It is important to understand that our school does not provide ‘religious instruction’ and therefore the legal requirement to advise of the option to opt-out of religious instruction does not arise in this school. There is an important distinction between ‘religious instruction’ and ‘religious education’

                Religious instruction is a term used in Ireland to indicate instruction in accordance with the rites, practices and teachings of a particular religion or denomination for pupils of that religious tradition. 

                Religious education is open to all pupils regardless of their commitment to any particular religion or worldview. It seeks to contribute to the spiritual and moral development of all students equally.  

As ETB schools are ‘multi-denominational’, Greenhills Community College supports the provision of religious education that caters for all students regardless of their religious or non-religious beliefs 

 

 

Opting Out of Religious Instruction

 

Greenhills Community College offers religious education in all year groups as it promotes the holistic development of students and can contribute positively to their wellbeing in line with the principles of the Junior Cycle and Senior Cycle Frameworks. It facilitates the intellectual, social, emotional, spiritual, values and moral development of students and encourages respect for all members of our school communities. In addition, religious education supports the ‘multi-denominational’ aspect of our school’s ethos as it provides opportunities for students in engage with questions around their own religious or non-religious beliefs and those of their peers.

It is important to understand that our school does not provide ‘religious instruction’ and therefore the need to opt-out does not arise in this school. It is also important to understand the distinction between ‘religious instruction’ and religious education’:

  • Religious instruction is a term used in Ireland to indicate instruction in accordance with the rites, practices and teachings of a particular religion or denomination for pupils of that religious tradition. Religious Instruction may be provided in a denominational school setting.
  • Religious education is open to all pupils regardless of their commitment to any particular religion or worldview. It seeks to contribute to the spiritual and moral development of all students equally.

As ETB schools are ‘multi-denominational’, Greenhills Community College supports the provision of religious education that caters for all students regardless of their religious or non-religious beliefs and therefore does not provide religious instruction in one particular religion or belief.

However, as per Section 30(2)(e) of the Education Act (1998), Greenhills Community College recognises the right of parents, or students over the age of 18, attending publicly-funded schools to withdraw from any subject contrary to their conscience, including religious education.

Parents or students over the age of 18 who wish to opt-out of religious education must make a written submission to the principal in the first instance. The submission should outline reasons why the opt-out is being requested. The principal will then arrange to meet with the parent(s) or student over the age of 18 to discuss the request. If after that meeting the parent or student over the age of 18 still wishes to opt out of religious education, the school will facilitate this in the following way:

Work will be assigned by the Year Head and the student will be supervised during Religion class time.

 


4                 General Admission Provisions

A decision on an application for admission shall be based on:

 

·        the implementation of this Admission Policy,

·        the annual Admission Notice of the school, and the

·        information provided by the Applicant in the application for admission.

 

If, prior to the commencement of section 62 of the Education Act 1998 by the Education (Admission to Schools) Act 2018 on the 1st February 2020, Greenhills Community College had confirmed, in writing, that an Applicant had been placed on a list relating to the allocation of school places for entrance before the 1st February 2025, then this confirmation is still valid and the Applicant will be offered that place.

 

In processing an application Greenhills Community College shall not consider:

 

4.1          The payment of fees or contributions to the school;

 

4.2         A Student’s academic ability, skills or aptitude;  unless:

·        it is necessary to ascertain whether or not the Student has the category of special educational needs concerned for admission to a school approved by the Minister of Education and Skills providing education exclusively to Students with a specified category of special educational needs or a special class;

 

4.3         The occupation, financial status, academic ability, skills or aptitude of a Student’s Parent(s);

 

4.4         A requirement that a Student or his or her Parent(s), attend an interview, open day or other meeting as a condition of admission;

 

4.5          A Student’s connection to the school due to a member of his or her family attending or having previously attended the school unless the connection is a sibling of the Student concerned attending, or having attended, the school.

4.6         The date and time on which an application for admission was received by the school as long as it is received during the period specified for receiving applications set out in the annual Admission Notice for that academic year.

 

Greenhills Community College will consider the offer of a place to every Student seeking admission to the school, unless one of the following applies:

 

4.7              The Parent fails to confirm in writing that s/he accepts the Student Code of Behaviour and he/she shall make all reasonable efforts to ensure compliance with such code by the Student;

4.8             The Student seeking admission to the school is not of the sex to which the school provides education;

4.9        The Student seeking admission to a Special Class in the school does not have the

         category of special educational needs specified by the Minister of Education and

         Skills in respect of that class.

Where Greenhills Community College considers an application, each Student shall receive a place, unless the school is oversubscribed, in which case, selection criteria will be applied to each application.

 

Section 5 of this Policy addresses the selection criteria and other matters related to the admission provisions for the First-Year Group.

 

Section 6 of this Policy addresses the selection criteria and other matters related to the admission provisions for all year groups other than First-Year.

 

Section 7 of this Policy addresses the selection criteria and other matters related to the admission provisions for the Special Classes.

 

 

 


 

 

PART B

Information for Specific Categories of Applicants

 

 

5.       Application to the First-Year Group

6.       Application to All Year Groups Other Than First-Year

7.        Application to the Special Class(es)

 


 

SECTION 5

Application to the First-Year Group

 

 

5                 Application to the First-Year Group

5.1              Admission Provisions (First-Year Group)

5.1.1.      Oversubscription

5.1.2.     Selection criteria in order of priority

5.1.3.     Selection process

5.1.4.     Late Applications

5.1.5.     Second/third-round offers of a place

5.1.6.     Acceptance of a place

5.1.7.     Refusal

5.1.8.     Withdrawal of an offer

5.1.9.     Appeals

 

 

5.2             Appeals

5.2.1       Appeal where refusal was due to oversubscription

5.2.2      Appeal where refusal was for a reason other than oversubscription

5.2.3       Basis for appeal


5.1          Admission Provisions (First Year Group)

Where Greenhills Community College is not oversubscribed, all Students will be offered a school place, subject to sections 4.7, 4.8 and 4.9 .

 

A Student applying for the First Year Group but seeking admission to the Special Class should see section 7 of this Admission Policy.

 

5.1.1        Oversubscription

When the number of applications exceeds the number of places available, the published selection criteria as set out at section 5.1.2 below will apply and a waiting list shall be compiled which shall remain valid only for the school year in respect of which the applications are made. Where Greenhills Community College is in a position to offer further school places that become available for and during that academic year, places will be offered in accordance with the order of priority in which Students have been placed on the waiting list.

 

For the avoidance of doubt, if a Student does not receive a place in the school for a given academic year, but s/he wishes to be considered for admission to the same year group in the following academic year, a new application must be made on behalf of that Student during the dates specified by the school as being the period when it will accept applications to all year groups other than First-Year.

 

Where the school is oversubscribed, any selection criteria that are not included in this Admission Policy shall not be considered in determining whether or not a Student is admitted to the school.

 

5.1.2           Selection criteria in order of priority

Greenhills Community College will apply the following criteria for admission to the First-Year Group:

 

5.1.2.1             Whether the Student attended Holy Spirit Senior Primary School;

5.1.2.2            Whether the Student attended St. Damian’s National School;

5.1.2.3            Whether the Student attended St. Kevin’s Boys’ School,

             Kilnamanagh;

5.1.2.4            Whether the Student attended Harold’s Cross National School;

5.1.2.5            If the Student has siblings currently enrolled in the school;

5.1.2.6           If the Student has siblings who were previously enrolled in the         school;

5.1.2.7           Students from other primary schools.

 

Note:  See section 7 for selection criteria applicable to admission to the Special Class.

 

5.1.3           Selection process

Greenhills Community College will apply the selection process as follows:

 

An Applicant will be offered a place in Greenhills Community College based on the number of the published selection criterion met by him i.e. an Applicant who meets three of the specified application criteria will be given priority over an Applicant who meets two of the specified application criteria. 

 

Where two or more applications have met the same number of selection criteria and are tied for a place, Greenhills Community College will apply a random lottery to assign any available places in the school, or on the waiting list, to those applications.

 

5.1.4           Late applications

An application received by Greenhills Community College after the closing date published by the school, and set out in the Admission Notice, is considered a late application for the purposes of this Admission Policy.

 

Where Greenhills Community College is oversubscribed and receives a late application for admission, that application will receive a place on the waiting list beneath Applicants whose applications were received by the school before the closing date for applications. Such late applications will be placed on the waiting list in accordance with the date and time they were received by the school.

 

Where Greenhills Community College is not oversubscribed and it receives a late application, the Student seeking admission will receive an offer of a place within the school, subject to sections 4.7, 4.8 and 4.9, and the same process as applies to Applicants whose applications were received before the closing date will be applied i.e. an Acceptance Form will be issued to the Applicant for completion and return to the school within 2 weeks of issue.  

 

5.1.5           Second/third-round offers of a place

Where a Student is in receipt of an offer of a place within Greenhills Community College but does not accept the offer, or the school withdraws the offer in line with the relevant provisions of this Policy, the place will be offered to the next Student on the waiting list in a second-round of offers. This process will continue throughout third and fourth rounds etc. until all places within the school have been filled.

 

5.1.6           Acceptance of a place

If the Student in respect of whom the application is made is offered a place, the Applicant will be issued with an Acceptance Form by the school.

 

The Applicant shall indicate acceptance of an offer by fully completing and returning the Acceptance Form by the date set out in the School’s Admission Notice, or within 2 weeks of issuing by the school if it is a late application or if it is a second/third-round offer. This includes indicating whether or not s/he has applied for and is awaiting confirmation of an offer of admission from another school.

 

Failure to fully complete and return the Acceptance Form to the school by the date set out in the School’s Admission Notice, or within 2 weeks of issuing by the school if it is a late application or if it is a second/third-round offer, may result in withdrawal of an offer, in line with the grounds for withdrawal of an offer as set out below.

 

5.1.7           Refusal

Where a Student in respect of whom an application is being sought has not been offered a school place, the Applicant will be provided in writing with:

 

5.1.7.1.           The reasons that the Student was not offered a place in Greenhills Community College;

5.1.7.2.          Details of the Student’s ranking against the published selection criteria, if the year-group to which the Applicant is applying is oversubscribed;

5.1.7.3.          Details of the Student’s place on the waiting list, if applicable; and

5.1.7.4.          Details of the Applicant’s right to appeal the decision. 

 

In addition to the conditions for consideration of an application as set out at 4.7, 4.8 and 4.9, an offer of admission may not be made where:

 

5.1.7.5           The information contained in the application is false or misleading in a material respect.

 

5.1.8    Withdrawal of an offer

An offer of admission may be withdrawn where:

5.1.8.1.          The information contained in the application is false or misleading in a material respect, or

5.1.8.2.         The Applicant fails to confirm acceptance of an offer of admission on or before the date set out in the annual Admission Notice of the school for the academic year for which s/he is applying, or in the case of a late application, or second/third-round offer,  within 2 weeks, or

5.1.8.3.         An Applicant has not indicated:

(i)            whether or not s/he has applied for and is awaiting confirmation of an offer from another school(s) and if so, the details of the school(s);

and

(ii)          whether or not or s/he has accepted an offer of admission from another school(s) and if so, the details of the offer(s).

 

If an offer of a place is withdrawn by the school, the Student on whose behalf the application was made shall lose his/her place on the admission list or waiting list for that academic year and any subsequent applications for the same academic year on behalf of that Student shall be treated as a late application in line with section 5.1.4 above.

 

5.1.9           Appeals

For information relating to an Applicant’s right to appeal a decision of Greenhills Community College regarding admission to the First-Year Group, see section 5.2

 


 

5.2     Appeals

5.2.1  Appeal where refusal was due to oversubscription:

An Applicant who was refused admission because the school is oversubscribed and who wishes to appeal this decision must submit his/her appeal in writing, via a Section 29 Appeal Application Form, available from the school office and on the school’s website,  for it to be reviewed by the board of management of Greenhills Community College at Limekiln Avenue, Fax Number: 01 4507962 , Email: admin@greenhillscollege.ie.  Such an appeal must be brought within fourteen calendar days of receipt by the Applicant of the school’s decision to refuse to admit. However, if a different time period for the bringing of such an appeal is specified by the Minister for Education and Skills after the publication of this Policy, same shall apply instead.

 

If an Applicant is not satisfied with the decision of the board of management, or the board of management is not in a position to review the decision to refuse admission, the Applicant may apply to bring an appeal to an appeals committee established by the Minister for Education and Skills under section 29A of the Education Act 1998.

 

5.2.2   Appeal where refusal was for a reason other than oversubscription:

An Applicant who was refused admission to Greenhills Community College for a reason other than the school being oversubscribed and who wishes to appeal this decision may choose to put his/her appeal in writing, via a Section 29 Appeal Application Form, available from the school office and on the school’s website, for it to be reviewed by the board of management of Greenhills Community College. Such an appeal must be brought within fourteen calendar days of receipt by the Applicant of the school’s decision to refuse to admit. However, if a different time period for the bringing of such an appeal is specified by the Minister for Education and Skills after the publication of this policy, same shall apply instead.

 

Alternatively, s/he may choose to apply to bring an appeal to an appeals committee established by the Minister for Education and Skills under section 29A of the Education Act 1998.

 

If an Applicant who chooses to appeal to the board of management is not satisfied with the decision of the board of management, the Applicant may also apply to bring an appeal to an appeals committee established by the Minister for Education and Skills under section 29A of the Education Act 1998. 

 

5.2.3   Basis for appeal:

As required by section 29C(2) of the Education Act 1998, an application to appeal must be based on the implementation of this Admission Policy, the content of the school’s Admission Notice and also set out the grounds of the request to appeal the decision.

 

 


 

SECTION 6

Application to All Year Groups Other Than First-Year

 

Application to All Year Groups Other Than First-Year

6.1              Admission Provisions (other than First-Year)

6.1.1.      Oversubscription

6.1.2.     Selection criteria in order of priority

6.1.3.     Selection process

6.1.4.     Late Applications

6.1.5.     Second/third-round offers of a place

6.1.6.     Acceptance of a place

6.1.7.     Refusal

6.1.8.     Withdrawal of an offer

6.1.9.     Appeals

 

 

 

6.2.1     Appeals

6.2.1       Appeal where refusal was due to oversubscription

6.2.2      Appeal where refusal was for a reason other than oversubscription

6.2.3      Basis for appeal

6.1          Admission Provisions (Other Than First-Year)

Where Greenhills Community College is not oversubscribed, all Students will be offered a school place, subject to sections 4.7, 4.8 and 4.9 .

 

A Student applying for admission to a year-group other than First-Year but seeking admission to the Special Class should see section 7 of this Admission Policy.

 

 

 

6.1.1        Oversubscription

When the number of applications exceeds the number of places available, the published selection criteria as set out at section 6.1.2 below will apply and a waiting list shall be compiled which shall remain valid only for the school year in respect of which the applications are made. Where Greenhills Community College is in a position to offer further school places that become available for and during that academic year, places will be offered in accordance with the order of priority in which Students have been placed on the waiting list.

 

For the avoidance of doubt, if a Student does not receive a place in the school for a given academic year, but s/he wishes to be considered for admission to the same year group in the following academic year, a new application must be made on behalf of that Student during the dates specified by the school as being the period when it will accept applications to all years other than the First Year Group.

 

Where the school is oversubscribed, any selection criteria that are not included in this Admission Policy shall not be considered in determining whether or not a Student is admitted to the school.

 

Where the Transition Year Programme and/or Leaving Certificate Applied Programme in Greenhills Community College is/are oversubscribed, a Student applying for admission to such programm(es) in the relevant year group, will, subject to this policy, be placed on the appropriate waiting list already compiled (annually) by the school, which list will contain the names of students enrolled in the school who have been placed on an internal waiting list for this/ese programm(es). 

 

6.1.2           Selection criteria in order of priority

Greenhills Community College will apply the following criteria for admission to a year-group other than First-Year:

 

6.1.2.1            If the Student has siblings currently enrolled in the school;

6.1.2.2           If the Student has siblings who were previously enrolled in the school;

6.1.2.3           Other applicants.

 

Any selection criteria that are not included in this Admission Policy shall not be considered in determining whether or not an Applicant is admitted.

 

 

 

 

6.1.3           Selection process

Greenhills Community College will apply the selection process as follows:

 

An Applicant will be offered a place in [Greenhills Community College] based on the number of the published selection criterion met by him i.e. an Applicant who meets three of the specified application criteria will be given priority over an Applicant who meets two of the specified application criteria. 

 

Where two or more applications have met the same number of selection criteria and are tied for a place, [Greenhills Community College] will apply a random lottery to assign any available places in the school, or on the waiting list, to those applications.

 

6.1.4           Late applications:

An application received by Greenhills Community College after the closing date published by Greenhills Community College, and set out in the Admission Notice, is considered a late application for the purposes of this Admission Policy.

 

Where Greenhills Community College is oversubscribed and receives a late application for admission, that application will receive a place on the waiting list beneath Applicants whose applications were received by the school before the closing date for applications. Such late applications will be placed on the waiting list in accordance with the date and time they were received by the school.

 

Where Greenhills Community College is not oversubscribed and it receives a late application, the Student seeking admission will receive an offer of a place within Greenhills Community College, subject to sections 4.7, 4.8 and 4.9, and the same process as applies to Applicants whose applications were received before the closing date will be applied i.e. an Acceptance Form will be issued to the Applicant for completion and return to the school within 2 weeks of issue.  

 

6.1.5           Second/third-round offers of a place

Where a Student is in receipt of an offer of a place within Greenhills Community College but does not accept the offer, or the school withdraws the offer in line with the relevant provisions of this Policy, the place will be offered to the next Student on the waiting list in a second-round of offers. This process will continue throughout third and fourth rounds etc. until all places within the school have been filled.

 

6.1.6           Acceptance of a place:

If the Student in respect of whom the application is made is offered a place, the Applicant will be issued with an Acceptance Form by the school.

 

The Applicant shall indicate acceptance of an offer by fully completing and returning the Acceptance Form by the date set out in the School Admission Notice, or within 2 weeks of issuing by the school if it is a late application or if it is a second/third-round offer. This includes indicating whether or not s/he has applied for and is awaiting confirmation of an offer of admission from another school.

 

Failure to fully complete and return the Acceptance Form to the school by the date set out in the School Admission Notice, or within 2 weeks of issuing by the school if it is a late application or if it is a second/third-round offer, may result in withdrawal of an offer, in line with the grounds for withdrawal of an offer as set out below.

 

6.1.7           Refusal:

Where a Student in respect of whom an application is being sought has not been offered a school place, the Applicant will be provided in writing with:

 

6.1.7.1.          The reasons that the Student was not a offered a place in Greenhills Community College,

6.1.7.2.          Details of the Student’s ranking against the published selection criteria, if the year-group to which the Applicant is applying is oversubscribed,

6.1.7.3.          Details of the Student’s place on the waiting list, if applicable, and

6.1.7.4.          Details of the Applicant’s right to appeal the decision. 

 

In addition to the conditions for consideration of an application as set out at 4.7, 4.8 and 4.9, an offer of admission may not be made where:

 

6.1.7.5          The information contained in the application is false or misleading in a material respect.

 

6.1.8          Withdrawal of an offer

An offer of admission may be withdrawn where:

6.1.8.1.          The information contained in the application is false or misleading in a material respect, or

6.1.8.2.         The Applicant fails to confirm acceptance of an offer of admission on or before the date set out in the annual Admission Notice of the school for the academic year for which s/he is applying, or in the case of a late application, or second/third-round offer,  within 2 weeks, or

6.1.8.3.         An Applicant has not indicated:

(i)           whether or not s/he has applied for and is awaiting confirmation of an offer from another school(s) and if so, the details of the school(s);

and

(ii)          whether or not or s/he has accepted an offer of admission from another school(s) and if so, the details of the offer(s).

 

If an offer of a place is withdrawn by the school, the Student on whose behalf the application was made shall lose his/her place on the admission list or waiting list for that academic year and any subsequent applications for the same academic year on behalf of that Student shall be treated as a late application in line with section 6.1.4 above.

 

 

6.1.9           Appeals:

For information relating to an Applicant’s right to appeal a decision of Greenhills Community College regarding admission to a year-group other than First-Year, see section 6.2

 

 

6.2     Appeals

6.2.1       Appeal where refusal was due to oversubscription:

An Applicant who was refused admission because the school is oversubscribed and who wishes to appeal this decision must submit his/her appeal in writing, via a Section 29 Appeal Application Form, available from the school office and on the school’s website,  for it to be reviewed by the board of management of Greenhills Community College at Limekiln Avenue, Dublin 12, Fax Number: 01 4507962, email: admin@greenhillscollege.ie. Such an appeal must be brought within fourteen calendar days of receipt by the Applicant of the school’s decision to refuse to admit. However, if a different time period for the bringing of such an appeal is specified by the Minister for Education and Skills after the publication of this Policy, same shall apply instead.

 

If an Applicant is not satisfied with the decision of the board of management, or the board of management is not in a position to review the decision to refuse admission, the Applicant may apply to bring an appeal to an appeals committee established by the Minister for Education and Skills under section 29A of the Education Act 1998.

 

6.2.2      Appeal where refusal was for a reason other than oversubscription:

An Applicant who was refused admission to Greenhills Community College for a reason other than the school being oversubscribed and who wishes to appeal this decision may choose to put his/her appeal in writing, via a Section 29 Appeal Application Form, available from the school office and on the school’s website, for it to be reviewed by the board of management of Greenhills Community College. Such an appeal must be brought within fourteen calendar days of receipt by the Applicant of the school’s decision to refuse to admit. However, if a different time period for the bringing of such an appeal is specified by the Minister for Education and Skills after the publication of this Policy, same shall apply instead.

 

Alternatively, s/he may choose to apply to bring an appeal to an appeals committee established by the Minister for Education and Skills under section 29A of the Education Act 1998.

 

If an Applicant who chooses to appeal to the board of management is not satisfied with the decision of the board of management, the Applicant may also apply to bring an appeal to an appeals committee established by the Minister for Education and Skills under section 29A of the Education Act 1998. 

 

6.2.3      Basis for appeal:

As required by section 29C(2) of the Education Act 1998, an application to appeal must be based on the implementation of this Admission Policy, the content of the school’s Admission Notice and also set out the grounds of the request to appeal the decision.

 

 

 

 

 

 

 


 

 

 

7                 Application to the Special Classes

SECTION 7

Application to the Special Classes

 

7.1              Admission Provisions for the Special Classes

7.1.1.          Oversubscription

7.1.2.         Selection criteria in order of priority

7.1.3.         Selection process

7.1.4.         Late Applications

7.1.5.         Second/third-round offers of a place

7.1.6.         Acceptance of a place

7.1.7.          Refusal

7.1.8.         Withdrawal of an offer

7.2             Appeals

7.2.1.       Appeal where refusal was due to oversubscription

7.2.2.      Appeal where refusal was for a reason other than oversubscription

7.2.3.       Basis for appeal


 

Greenhills Community College has two Special Classes, with a total of 12 places, established to cater for the special educational needs of Students with Autism/Autistic Spectrum Disorders.

 

In this respect, the school requires that such needs of the Student be verified in a Relevant Report which has been prepared within the 12 months immediately preceding the Student’s application to the Special Class.

 

Where the Special Classes in Greenhills Community College are not oversubscribed, all Students whose needs fall within the category of special educational needs provided for by the Special Class will be offered a place in the Special Class, subject to sections 4.7, 4.8 and 4.9

 

7.1.1            Oversubscription:

When the number of applications exceeds the number of places available, the published selection criteria as set out at section 7.1.2 below will apply and a waiting list shall be compiled which shall remain valid only for the school year in respect of which the applications are made. Where Greenhills Community College is in a position to offer further places that become available in the Special Class for and during that academic year, places will be offered in accordance with the order of priority in which Students have been placed on the waiting list.

 

Where an application is made on behalf of a Student for both the Special Class and a mainstream year group, and his/her application for one but not both is successful, s/he will remain in the same position on the waiting list for the group to which s/he was not successful, regardless of whether the Applicant accepts the place in the group to which the Student was successful

 

For the avoidance of doubt, if a Student does not receive a place in the Special Class for a given academic year, but s/he wishes to be considered for admission to Special Class in the following academic year, a new application must be made on behalf of that Student during the dates specified by the school as being the period when it will accept applications for the Special Class.

 

If a transfer Student is offered a place in the Special Class from the waiting list, the offer is subject to there being a place available in the relevant year group for that Student. If there is not a place available in the relevant year group, the next person on the waiting list for the Special Class will be considered for the place in question but this will not change the initial Student’s place on the waiting list for the Special Class for the remainder of that school year, i.e. if another place subsequently became available in the Special Class during that school year, the initial Student at the top of the waiting list would be considered first, but again subject to there being a place in the relevant year group for that Student.

 

For clarity, even if a place becomes available in a given mainstream year group, if there is a waiting list for that year group, the Students on that list have first refusal at the place in the year group irrespective of any matters relating to the Special Class.

 

Where the school is oversubscribed, any selection criteria that are not included in this Admission Policy shall not be considered in determining whether or not a Student is admitted to the school.

 

 

7.1.2           Selection criteria in order of priority:

Applications to the Special Class will only be considered if the Student’s needs fall within the specified category of special educational needs provided for by this class. Subject to this requirement, in the event of oversubscription, the following criteria for admission to the Special Class will apply:

 

7.1.2.1          If the Student attended Holy Spirit Senior Primary School;

7.1.2.2         If the Student attended St. Damian’s National School;

7.1.2.3         If the Student attended St. Kevin’s Boys’ School, Kilnamanagh;

7.1.2.4         If the Student attended Harold’s Cross National School;

7.1.2.5         If the Student has siblings currently enrolled in the school;

7.1.2.6         If the Student has siblings who were previously enrolled in the school;

7.1.2.7             Students from other primary schools.

 

7.1.3           Selection process:

Greenhills Community College will apply the selection process as follows:

 

Having met the criteria for admission to the Special Class, an Applicant will be offered a place there in Greenhills Community College based on the number of the published selection criterion met by him i.e. an Applicant who meets three of the specified application criteria will be given priority over an Applicant who meets two of the specified application criteria.

 

Where two or more applications have met the same number of selection criteria and are tied for a place, Greenhills Community College will apply a random lottery to assign any available places in the Special Class, or on the waiting list, to those applications.

 

N.B. The number of places available in a year group is subject to reduction in the event that a placement(s) in the Special Class is/are given to Student(s) from that year group, i.e. the selection process for the Special Class will be completed before the selection process for the mainstream year group and the number of Students who are offered a place in the Special Class will be the number by which the places in the relevant mainstream year group(s) are reduced.

 

7.1.4           Late applications:

An application received by Greenhills Community College after the closing date published by Greenhills Community College, and set out in the Admission Notice, is considered a late application for the purposes of this Admission Policy.

 

Where Greenhills Community College is oversubscribed and receives a late application for admission, that application will receive a place on the waiting list beneath Applicants whose applications were received by the school before the closing date for applications. Such late applications will be placed on the waiting list in accordance with the date and time they were received by the school.

 

Where Greenhills Community College is not oversubscribed and it receives a late application, the Student seeking admission will receive an offer of a place within Greenhills Community College, subject to sections 4.7, 4.8 and 4.9, and the same process as applies to Applicants whose applications were received before the closing date will be applied i.e. an Acceptance Form will be issued to the Applicant for completion and return to the school within 2 weeks of issue.  

 

7.1.5           Second/third-round offers of a place

Where a Student is in receipt of an offer of a place within Greenhills Community College but does not accept the offer, or the school withdraws the offer in line with the relevant provisions of this Policy, the place will be offered to the next Student on the waiting list in a second-round of offers. This process will continue throughout third and fourth rounds etc. until all places within the Special Class have been filled.

 

7.1.6           Acceptance of a place:

If the Student in respect of whom the application is made is offered a place, the Applicant will be issued with an Acceptance Form by the school.

 

The Applicant shall indicate acceptance of an offer by fully completing and returning the Acceptance Form by the date set out in the School Admission Notice, or within 2 weeks of issuing by the school if it is a late application or if it is a second/third-round offer. This includes indicating whether or not s/he has applied for and is awaiting confirmation of an offer of admission from another school.

 

Failure to fully complete and return the Acceptance Form to the school by the date set out in the school’s Admission Notice, or within 2 weeks of issuing by the school if it is a late application or if it is a second/third-round offer, may result in withdrawal of an offer, in line with the grounds for withdrawal of an offer as set out below.

 

7.1.7            Refusal:

Where a Student in respect of whom an application is being sought has not been offered a school place, the Applicant will be provided in writing with:

 

7.1.7.1            The reasons that the Student was not a offered a place in Greenhills Community College;

7.1.7.2            Details of the Student’s ranking against the published selection criteria, if the year-group to which the applicant is applying is oversubscribed;

7.1.7.3            Details of the Student’s place on the waiting list, if applicable; and

7.1.7.4            Details of the Applicant’s right to appeal the decision 

 

In addition to the conditions for consideration of an application as set out at 4.7, 4.8 and 4.9, an offer of admission may not be made where:

 

7.1.7.5           The information contained in the application is false or misleading in a material respect.

 

7.1.8           Withdrawal of an offer

An offer of admission may be withdrawn where:

7.1.8.1.          The information contained in the application is false or misleading in a material respect, or

7.1.8.2.         The Applicant fails to confirm acceptance of an offer of admission on or before the date set out in the annual Admission Notice of the school for the academic year for which s/he is applying, or in the case of a late application, or second/third-round offer,  within 2 weeks, or

7.1.8.3.         An Applicant has not indicated:

(i)            whether or not s/he has applied for and is awaiting confirmation of an offer from another school(s) and if so, the details of the school(s);

and

(ii)          whether or not or s/he has accepted an offer of admission from another school(s) and if so, the details of the offer(s).

 

If an offer of a place is withdrawn by the school, the Student on whose behalf the application was made shall lose his/her place on the admission list or waiting list for that academic year and any subsequent applications for the same academic year on behalf of that Student shall be treated as a late application in line with section 7.1.4 above.

 


7.2    Appeals

7.2.1.      Appeal where refusal was due to oversubscription:

An Applicant who was refused admission because the school is oversubscribed and who wishes to appeal this decision must submit his/her appeal in writing, via a Section 29 Appeal Application Form, available from the school office and on the school’s website,  for it to be reviewed by the board of management of Greenhills Community College of Limekiln Avenue, Fax Number: 01 4507962 , Email: admin@greenhillscollege.ie. Such an appeal must be brought within fourteen calendar days of receipt by the Applicant of the school’s decision to refuse to admit. However, if a different time period for the bringing of such an appeal is specified by the Minister for Education and Skills after the publication of this Policy, same shall apply instead.

 

If an Applicant is not satisfied with the decision of the board of management, or the board of management is not in a position to review the decision to refuse admission, the Applicant may apply to bring an appeal to an appeals committee established by the Minister for Education and Skills under section 29A of the Education Act 1998.

 

7.2.2.     Appeal where refusal was for a reason other than oversubscription:

An Applicant who was refused admission to Greenhills Community College for a reason other than the school being oversubscribed and who wishes to appeal this decision may choose to put his/her appeal in writing, via a Section 29 Appeal Application Form, available from the school office and on the school’s website, for it to be reviewed by the board of management of Greenhills Community College. Such an appeal must be brought within fourteen calendar days of receipt by the Applicant of the school’s decision to refuse to admit. However, if a different time period for the bringing of such an appeal is specified by the Minister for Education and Skills after the publication of this Policy, same shall apply instead.

 

Alternatively, s/he may choose to apply to bring an appeal to an appeals committee established by the Minister for Education and Skills under section 29A of the Education Act 1998.

 

If an Applicant who chooses to appeal to the board of management is not satisfied with the decision of the board of management, the Applicant may also apply to bring an appeal to an appeals committee established by the Minister for Education and Skills under section 29A of the Education Act 1998. 

 

7.2.3.     Basis for appeal:

As required by section 29C(2) of the Education Act 1998, an application to appeal must be based on the implementation of this Admission Policy, the content of the school’s Admission Notice and also set out the grounds of the request to appeal the decision.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Admissions Notice 2020/2021

To view a copy of the Greenhills Community College Admissions Notice 2020/2021, please click here.

Anti-Bullying Policy 2017/2018

Introduction

Greenhills Community College welcomes students with diverse abilities and talents.  In keeping with our mission statement, we seek to recognise and develop these varied gifts and to promote in our students a sense of self-confidence, tolerance and respect for others.  We foster learning within a secure and happy environment, so that our students may mature to their fullest potential in personal, social, physical, aesthetic, spiritual and academic skills.  We see parents as being essential partners in this process and look to them for support and reinforcement.  Our school structures, curriculum and special events are all designed to reinforce these values and this vision.

 

  1.  In accordance with the requirements of the Education (Welfare) Act 2000 and the Code of Behaviour Guidelines issued by the NEWB, the Board of Management of Greenhills Community College has adopted the following Anti-bullying Policy within the framework of the school’s overall Code of Behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013 and should be read in conjunction with the school’s Code of Behaviour, Substance Use policy, Mobile Phone policy, Suspension and Expulsion policies, Internet Acceptable Use Policy.

 

The Policy:    

This policy applies to the bullying of students by students and must be observed:

  • while in school,
  • while travelling to and from school
  • while attending any school activity including trips, sporting and cultural events.

Furthermore, the school reserves the right to apply its Policy in respect of bullying that occurs at a location, activity, function or programme that is not school related if in the opinion of the Principal and/or the Board of Management the alleged bullying has created a hostile environment at the school for the victim, has infringed on the rights of the victim at the school and/or has materially or substantially disrupted the education process or the orderly operation of the school.

 

Commitment to the key principles of best practice:

The Board of Management of the Greenhills Community College recognises the very serious nature of bullying and the negative impact that it can have on the lives of students and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:

 

a          A positive school culture and climate which

  • Is welcoming of difference and diversity and is based on inclusivity
  • Encourages pupils to disclose incidents of bullying behaviour in a non-threatening environment
  • Promotes respectful relationships across the school community

b          Effective leadership

c          A school-wide approach

d          A shared understanding of what bullying is and its impact

e          Implementation of education and prevention strategies (including awareness raising measures) that

  • Build empathy, respect and resilience in pupils, and
  • Explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying

f           Effective supervision and monitoring of pupils

g          Supports for staff

h          Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies) and

i           On-going evaluation of the effectiveness of the anti-bullying policy.

 

Role of Parents/Guardians

 

Parents know their children best and can quickly recognise when all is not well. Parents are expected to support the school by encouraging their children to tell teachers of any problems they may be experiencing or see others experiencing.  Parents should contact the school themselves if necessary.

Parents have an obligation to ensure that their children do not engage in any form of behaviour which could be regarded as bullying. Parents must also ensure that their children fully understand the consequences for them should they choose to engage in this sort of behaviour. 

Parents are advised not to say or do anything to those alleged to be involved in bullying that would have the effect of inflaming the situation.  This type of intervention generally makes matters worse and far more difficult to resolve. This Bullying Policy forms part of our Code of Conduct and must be accepted by parents and students as a condition of entry to the school. 

 

Definition of Bullying

 

In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools, bullying is defined as follows:

  • Bullying is unwanted negative behaviour, verbal, psychological or physical conducted by an individual or group against another person (or persons) and which is repeated over time.
  • Isolated or once-off incidents of intentional negative behaviour, do not fall within the definition of bullying.
  • In the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying.

Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.

The following types of behaviour are included in the definition of bullying:

 

  • Physical aggression: This behaviour includes pushing, shoving, punching, poking and tripping people.
  • Intimidation: This behaviour may be based on the use of very aggressive body language with the voice being used as a weapon. A facial expression can be used to convey aggression or dislike.
  • Isolation/exclusion: This occurs where a person is deliberately isolated, excluded or ignored by some or all of a group. It may include deliberate exclusion, malicious gossip and other forms of relational bullying.  It may be accompanied by writing insulting remarks about the pupil in public places, by passing around notes about the pupil or by whispering insults about them loud enough to be heard.
  • Relational bullying: This occurs when a person’s attempts to socialise and form relationships with peers are repeatedly rejected or undermined.
  • Name-calling: Persistent name-calling directed at the same individual(s) which hurts, insults or humiliates is regarded as bullying behaviour.
  • Damage to property: This may result in damage to clothing, mobile phones, school books or interference with a students’s locker.  Items of personal property may be defaced, broken, stolen or hidden.

 

Identity based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.

 

Cyberbullying

 

Cyberbullying or bullying carried out through the use of modern communication technology is particularly significant and requires careful vigilance on the part of school management.

 

Some examples of ways people may bully online are:

 

  • Sending someone mean or threatening emails, instant messages, or text messages.
  • Excluding someone from an instant messenger/ friends/ buddy list or blocking their email for no reason.
  • Tricking someone into revealing personal or embarrassing information and sending it to others.

 

Social Networking Sites

 

  • Breaking into someone’s email or instant message account to send cruel or untrue messages while posing as that person.
  • Creating websites to make fun of another person such as a classmate or teacher.
  • Using websites to rate peers as prettiest, ugliest, etc.

 

Online privacy and code of behaviour

 

Circulating, publishing or distributing (including on the internet) material associated with school activities  including but not limited to material in relation to staff and students  where such circulation undermines, humiliates or causes damage to another person is considered a serious breach of school discipline and will result in disciplinary action. As part of such disciplinary action the Board of Management reserves the right to suspend or expel a student or students where it considers the actions to warrant such sanctions

 

Education and Prevention Strategies

 

The education and prevention strategies used in Greenhills Community College are :

 

  • We attempt to create an atmosphere of respect between all members of the school community and provide opportunities for pupils to develop self-confidence and become empathetic and resilient individuals. Cross curricular opportunities are made and allow for a fostering of right relationships
  • There are a number of curriculum components and programmes which are particularly relevant to the prevention of bullying and the promotion of respect for diversity and inclusiveness. The SPHE programme makes specific provision for exploring bullying as well as the inter-related areas of belonging, integrating, communication, conflict, friendship, personal safety and relationships.  The Relationship and Sexuality Education programme provides opportunities to explore and discuss areas such as human sexuality and relationships, which have particular relevance to identity-based bullying.
  • There is space within the teaching of all subjects to foster an attitude of respect for all: to promote the value of diversity; to address prejudice and stereotyping and to highlight the unacceptability of bullying behaviour. In English, we use literature to stimulate discussion.  In Geography and History we use references to colonisation, exploitation and dictatorships to illustrate the negative aspect of power.  We extend the work into many other areas such as Art, Religious Education and Physical Education.  We promote co-operation and group enterprise through team sports, school clubs and societies as well as through practical subjects. Sporting activities in particular can provide excellent opportunities for channelling and learning how to control aggression.
  • We work to raise the awareness of bullying so that all members of the school community understand what bullying is and how the school deals with bullying behaviour. The subject is discussed with each year group at the beginning of the year, CCTV is in operation and many aspects of bullying are interwoven into the school’s Code of Behaviour.  We ensure that there is adequate supervision before, during and after school.
  • Encourage students to make friends and promote positive wellbeing and a supportive atmosphere in the school
  • Encourage a ‘telling’ atmosphere,
  • Pupils, parents/guardians are informed of the Anti-Bullying Behaviour policy on admission. This policy is printed in the School Journal and is available on the school website.  It is circulated to new members of staff.
  • Reference is made to our policy at Assemblies and at Registration.
  • Review anti-bullying policies, keep them up-to-date.

 

Education and prevention strategies to counter Cyberbullying

 

  • Promote the positive use of technology; discuss etiquette, personal safety issues and digital literacy.
  • We work to prevent Cyberbullying by educating pupils on appropriate online behaviour, how to stay safe while online and also on developing a culture of reporting any concerns about cyber bullying.
  • Cyberbullying is treated as a whole school community issue and another form of bullying within the school’s anti-bullying policies and procedures. We teach students that bullying is wrong. We help them understand that cyberbullying is hurtful and wrong and to always treat others on and offline with the respect we would like from others.
  • Inform and educate students and parents of the school’s Acceptable Use Policies (AUPs) and the sanctions for the misuse of ICTs to cause hurt and distress to other students.
  • Provide and publicise different ways of reporting cyberbullying in the school
  • Teach students that the Internet is not a private place and they should guard their private information online.
  • Teach students that they have rights and responsibilities online.

 

The following additional strategies may be used from time to time:

 

  • Promote anti-bullying (including cyberbullying) awareness days and events.
  • Parents are supported in their role by meetings organised by the HSCL on safe internet usage, Bullying, Adolescent development, etc.
  • Workshops on Cyberbullying conducted along with regular updates on the correct usage of the internet

 

Relevant Staff

While a pupil or a parent may bring a concern of bullying to any staff member in the school the member of teaching staff who has responsibility for investigating and dealing with bullying in the first instance is the Year Head of the alleged victim. The Deputy Principal and the Principal may be involved as the investigation progresses.

 

Procedures for investigating and dealing with Bullying:

           

The procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows:

 

  • A pupil or parent may bring a concern of bullying to any staff member in the school who will refer it to the relevant teacher
  • All staff including non-teaching staff such as secretaries, special needs assistants (SNAs), caretakers, cleaners are encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher.
  • The primary aim for the relevant teacher in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame). In investigating and dealing with bullying, the teacher will exercise his/her professional judgement based on this policy to determine whether bullying has occurred and how best the situation might be resolved.
  • Teachers take a calm, unemotional problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff or parents
  • All reports, including anonymous reports of bullying will be investigated and dealt with by the relevant teacher. Interviews will be held with the relevant persons. Those involved will be asked to write an account of the incident.
  • The Principal/Deputy Principal should be informed that an investigation is
  • Parents and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible.
  • Incidents will be investigated outside the classroom situation to ensure the privacy of all involved. All interviews are conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved also provide very useful information in this way. When analysing         incidents of bullying behaviour, the relevant teacher seeks answers to questions of what, where, when, who and why. This is done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner.
  • In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parents of the parties involved are contacted at an early stage to inform them of the matter and to explain the actions being taken. The school gives parents an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports for their pupils. Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it is made clear to him/ her how he/she is in breach of the school’s anti-bullying policy and efforts are made to try to get him/her to see the situation from the perspective of the pupil being bullied. If a student is involved in bullying s/he will be warned to stop and parents will be informed as above. Professional help may be recommended for the student where it is considered necessary by the school. The student’s behaviour will be carefully monitored and recorded.
  • It is made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his/her parents and the school.
  •  Follow-up meetings with the relevant parties involved may be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable. This can have a therapeutic effect.
  • In cases where the relevant teacher considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour has occurred, it must be recorded by the relevant teacher on the form for reporting bullying behaviour. (Appendix 1).
  • In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account: whether the bullying behaviour has ceased; whether any issues between the parties have been resolved as far as is practicable; whether the relationships between the parties have been restored as far as is practicable; and has any feedback been received from the parties involved, their parents or the school Principal or Deputy Principal.
  • Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred, as appropriate, to the school’s complaints procedures.
  •  In the event that a parent has exhausted the school’s complaints procedures and is still not satisfied, the Principal will advise the parents of their right to make a complaint to the Ombudsman for Children.

      

 Procedures for recording bullying behaviour:

All records must be maintained in accordance with relevant data protection legislation. The school’s procedures for noting and reporting bullying behaviour adhere to the following:

  • While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher will use his/her professional judgement in relation to the records to be kept of these reports, the actions taken and any discussions with those involved regarding same.
  • If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore as far as is practicable, the relationships of the parties involved.
  • The relevant teacher must use the ‘form for recording bullying behaviour’ to record the bullying behaviour in the following circumstances: in cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred; and where the school has decided that in certain circumstances bullying behaviour must be recorded and reported immediately to the Principal or Deputy Principal.

Supports for pupils affected by Bullying

The school’s programme of support for working with pupils affected by bullying is as follows:

  • A support structure for pupils who have experienced bullying is in place in the Greenhills Community College. Such pupils may need counselling and/or opportunities to participate in activities designed to raise their self-esteem, to develop their friendship and social skills and thereby build resilience whenever this is needed.  We use:
      • restorative practice,
      • mediation or
      • reconciliation where appropriate.

We maintain open communications between school, parents and outside agencies where necessary. We work together to resolve the situation and protect the victim.

  • A programme of support for those pupils involved in bullying behaviour is also part of the school’s intervention process. Pupils involved in bullying behaviour need assistance on an ongoing basis. For those with low self-esteem, opportunities are developed to increase feelings of self-worth. Therefore we recognise that it is important that the learning strategies applied within the school allow for the enhancement of the pupil’s self-worth. Pupils who engage in bullying behaviour may need counselling to help them learn other ways of meeting their needs without violating the rights of others.
  • Pupils who observe incidents of bullying are encouraged to discuss them with teachers

Referral of serious cases to the HSE:

 

In relation to bullying in schools, Children First National Guidance for the Protection and Welfare of Children 2011(Children First) and the Child Protection Procedures for Primary and Post-Primary Schools provide that in situations where “the incident is serious and where the behaviour is regarded as potentially abusive, the school must consult the HSE Children and Family Social Services with a view to drawing up an appropriate response, such as a management plan”.

Serious instances of bullying behaviour (as determined in accordance with this policy)  in accordance with the Children First and the Child Protection Procedures for Primary and Post-Primary Schools, are referred to the HSE Children and Family Services and/or Gardaí as appropriate.

The Child Protection Procedures for Primary and Post-Primary Schools also provide that where school personnel have concerns about a child but are not sure whether to report the matter to the HSE, the Designated Liaison Person must seek advice from the HSE Children and Family Social Services.

The Board of Management confirms that:

  • appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.
  • the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or the harassment of pupils on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

 

  1. This policy was adopted by the Board of Management of Greenhills Community College.
  1. This policy has been made available to school personnel, published on the school website and provided to the Parents’ Association. A copy of this policy will be made available to the Department and the patron if requested.
  1. This policy and its implementation will be reviewed by the Board of Management once in every school year in accordance with Appendix 2.. Written notification that the review has been completed will be made available to school personnel, published on the school website and provided to the Parents’ Association. A record of the review and its outcome will be made available, if requested, to the patron and the Department.

 

 

 

 

 

 

 

 

Code of Behaviour 2020/2021

To view our code of behaviour click here.

Critical Incident Policy 2019/2020

Note:

This policy document is divided into 3 parts:

  1. Critical Incident Policy
  2. Procedures in the event of a Critical Incident
  3. Appendices

 

 

Part 1 – Critical Incident Policy

 

Introduction

Greenhills Community College aims to protect the wellbeing of its students by providing a safe and nurturing environment at all times.  In accordance with our Mission Statement “we work together to create a positive and affirming teaching and learning environment in which our pupils are encouraged to reach their full potential in all aspects of their lives.  An awareness of the needs of everyone in our community is recognised and respected.”

 

Accordingly, the school has formulated a number of policies and procedures to be followed with a view to ensuring the physical and psychological safety of both staff and students during the normal course of the school day.

 

In the event of a Critical incident the following Critical Incident Management policy is in place.

 

Aim

The aim of the Critical Incident Management policy is to help school management and staff to react quickly and effectively in the event of critical incident, to enable us to maintain good management and to ensure that appropriate support is offered to students and staff.  Having this policy in place will help ensure that the effects on the students and staff will be limited and effect a return to normality as soon as possible.

 

Scope

This policy applies to all students and staff in the school.  While the procedures outlined focus primarily on the care and support of students, these procedures can be easily adapted to be used in the event of a Critical Incident involving a member of staff.

 

Definition of Critical Incident

Greenhills Community College recognises a Critical Incident to be “a traumatic incident or sequence of events that severely challenges the normal coping mechanisms of the school, and disrupts the normal running of the school”.

 

Critical incidents may involve students, staff, the school or the local community. 

 

Examples of a critical incident may include (this is not an exhaustive list):

 

  • The death of a member of the school community, through sudden death, accident, violence, suicide or suspected suicide
  • A serious accident involving members of the school community
  • Serious damage to the school through fire, flooding vandalism etc.
  • The disappearance of a member of the school community
  • A fatal or near-fatal physical attack on a student or staff member

 

Creation of a Supportive and Caring Ethos in the School

Systems are in place to help to build resilience in both staff and students, thus preparing them to cope with a range of life events.  These include measures to address both the physical and psychological safety of the school community.

 

Physical safety

To ensure the physical safety of all who attend and visit the school a number of systems are in place which are detailed in our Health and Safety policy.  These include:

  • Formulation of an Evacuation plan
  • Regular fire drills
  • Fire exits and extinguishers regularly checked
  • Corridor and door duty
  • A number of staff trained in First Aid
  • CCTV

 

 

Psychological safety

The school aims to use available programmes and resources to address the personal and social development of students, to enhance a sense of safety and security in the school and to provide opportunities for reflection and discussion.

Examples include:

  • Social, Personal and Health Education (SPHE) is integrated into the work of the school. It is addressed in the curriculum by addressing issues such as grief and loss; communication skills; stress and anger management; resilience; conflict management; problem solving; help-seeking; bullying; decision making and prevention of alcohol and drug misuse.  Promotion of mental health is an integral part of this provision
  • Staff have access to training for their role in SPHE
  • Staff are familiar with the Child Protection Guidelines and Procedures and details of how to proceed with suspicions or disclosures
  • Information is provided on mental health in general and such specific areas as signs and symptoms of depression and anxiety
  • Staff are informed in the area of suicide awareness and some are trained in interventions for suicidal students
  • The school has developed links with a range of external support agencies
  • Inputs to students by external providers are carefully considered in the light of criteria about student safety, the appropriateness of the content, and the expertise of the providers.
  • The school has a clear policy on bullying and deals with bullying in accordance with this policy
  • There is an effective Student Care programme in place in the school
  • Students who are identified as being at risk are referred to the designated staff member (e.g. Counsellor), concerns are explored and the appropriate level of assistance and support is provided. Parents are informed, and where appropriate, a referral is made to an appropriate agency
  • Staff are informed about how to access support for themselves.

 

Critical Incident Management Team (CIMT)

 

A CIMT has been established in line with best practice.  Each member of the team has a dedicated Critical Incident folder. This contains a copy of the policy and materials particular to their role, to be used in the event of an incident.

 

The Critical Incident Management Team consists of the following personnel:

  • The Principal: Ms Ann Bray
  • The Deputy Principal: Ms Noirin Lannon
  • The School Guidance Counsellor(s): Ms Catriona Rogers/Ms Brid Brennan & Ms Caroline Golden Brady
  • The DDLETB Psychological Support Services
  • The Home School Community Liaison Co-ordinator: Ms Karen O Mara
  • The School Policy Co-ordinator (Administrative Role): Ms Ann Bray & Ms Noirin Lannon
  • Other personnel relevant to the management of the incident

            Year Heads: Mr Ciaran Stone & Ms Catriona Rodgers/Ms Karen O Mara

 

 Tutors: Ms Louise Scully,  Ms Karen Sewell, Mr Sean Ennis, Ms Lisa Albequeuque, Ms Aisling O Brien, Ms Deborah Middleton, Mr Tadgh Farrelly, Ms Pauline Fagan/ Ms Claire Kelly, Mr David Waters.

 

  • SEN Department: Ms Angela Crowley (SEN Coordinator), Ms Maria Murtagh, Ms Josephine Healy, Ms Bernie Healy, Mr Damien Lee, Ms Iona Brady, Mr Aran O Dowd, Mr Colm Barcoe, Ms Sile Comiskey.
  • Caretaker: Mr William McArdle

 

 

Should a critical incident occur, the Principal/Deputy Principal will act as Team Leader and members of the CIMT will be assigned various roles and responsibilities in accordance with their training and expertise. 

 

Should a member of the team feel they are not in a position to fulfil their role they have a professional obligation to absent themselves from the team at the time.

 

Outlined below are some of the key responsibilities of members of the CIMT should a Critical Incident occur.  These responsibilities are grouped under the headings of specific roles but may be carried out by one or more members of the CIMT as designated by the Principal/Deputy Principal.

Team leader: Ms Ann Bray/Ms Noirin Lannon

  • Alerts the team members to the critical incident and convenes a meeting.
  • Coordinates the tasks of the team.
  • Liaises with the Board of Management; DDLETB; Psychological Support Service.
  • Liaises with the Gardaí.
  • Ensures that information to be shared is factual and accurate.
  • Leads briefing meetings for staff and outlines the routine for the day.
  • Keeps staff updated as the day progresses.
  • Media liaison, if required.

 

Staff Liaison: Ms Ann Bray/ Ms Noirin Lannon

  • Advises staff on the procedures for identification of vulnerable students.
  • Provides materials for staff (from their critical incident folder).
  • Is alert to vulnerable staff members and makes contact with them individually.
  • Advises staff of the availability of the EAS and gives them the contact number.

 

Student Liaison personnel: Ms Noirin Lannon

  • Co-ordinate information from tutors and year heads about students they are concerned about.
  • Alert other staff to vulnerable students.
  • Provide materials for students (from their critical incident folder).
  • Keep records of students seen by external agency staff.
  • Look after setting up and supervision of ‘quiet’ room where agreed.

 

Community/Agency Liaison: Ms Ann Bray/ Ms Noirin Lannon

  • Liaises with agencies in the community for support and onward referral.
  • Is alert to the need to check credentials of individuals offering support.
  • Coordinates the involvement of these agencies.
  • Reminds agency staff to wear name badges.
  • Updates team members on the involvement of external agencies.

 

Parent Liaison: Ms Karen O Mara (HSCL)

  • Visits the bereaved family.
  • Arranges parent meetings.
  • Sets up room for meetings with parents.
  • Maintains a record of parents seen.
  • Provides appropriate materials for parents (from their critical incident folder).


Administration: Ms Ann Bray & Ms Noirin Lannon

  • Maintenance of up to date telephone numbers.
  • Ensures that templates are on the school’s system in advance and ready for adaptation.
  • Prepares draft letters, emails.
  • Assists in organisational arrangements.

 

Confidentiality and Good Name Considerations

The school accepts its responsibility to protect the privacy and good name of the people involved in any incident and will be sensitive to the consequences of any public statements.  The members of the school staff will bear this in mind, and will seek to ensure that students do so also.  For instance, the term ‘suicide’ will not be used unless there is solid information that death was due to suicide, and that the family involved consents to its use. The phrases ‘tragic death’ or ‘sudden death’ may be used instead.  Similarly, the word ‘murder’ will not be used until it is legally established that a murder was committed.  The term ‘violent death’ may be used instead.

 

Record Keeping

In the event of an incident each member of the team will keep records of phone calls made and received, letters sent and received, meetings held, persons met, interventions used, material used etc. 

 

Consultation and Communication of the Policy

Staff were consulted and their views canvassed in the preparation of this policy and plan. 

Students and parent representatives were also consulted and asked for their comments.

 

Each member of the CIMT will keep a hard copy of the policy at home and in their office.  The policy is accessible to all staff in the Policy Folder on the shared drive.  All new and temporary staff will be informed of the details of the plan.

 

All members of the CIMT and the Teacher in Charge (in the absence of both the Principal and Deputy Principal) will ensure they have the contact details of the school caretakers and all members of the CIMT. 

 

This policy will be updated annually by the CIMT and the Guidance and Counselling departments.

 

 

Critical Incident Rooms

 

In the event of a critical incident, the following rooms are designated for the indicated purposes

 

Room Name:

Designated Purpose:

Staff Room

Main room for meeting staff

Room 7

Meetings with students

Library

Meetings with parents

Board Room, Junior School

Meetings with media

HSCL Office

Year Heads Office

Individual sessions with students

Board Room, Junior School

Meetings with other visitors

 

 

Critical Incident Management Team

 

Role

Name

Phone

Team leader:

Ann Bray

 

Garda liaison

Ann Bray

 

Staff liaison

Noirin Lannon

 

Student liaison

Angela Crowley, Karen O Mara/Catriona Rodgers & Ciaran Stone

 

Community liaison

Karen O Mara

 

Parent liaison

Karen O Mara

 

Media liaison

Ann Bray

 

Administrator

Ann Bray & Noirin Lannon

 


 

Part 2 - Procedures to be followed in the event of a Critical Incident:

 

Short term actions – Day 1

 

Task

Name

Gather accurate information

Ann Bray & Noirin Lannon

Who, what, when, where?

Ann Bray & Noirin Lannon

Convene a CIMT meeting – specify time and place clearly

Ann Bray

Contact external agencies

Ann Bray

Arrange supervision for students

Noirin Lannon

Hold staff meeting

All staff

Agree schedule for the day

CIMT

Inform students – (close friends and students with learning difficulties may need to be told separately)

Angela Crowley, Catriona Rodgers/Karen O Mara, Ciaran Stone

Compile a list of vulnerable students

SEN Department

Prepare and agree media statement and deal with media

Ann Bray

Inform parents

Noirin Lannon

Hold end of day staff briefing

Ann Bray & Noirin Lannon

 

Day 1: Immediate Actions – before School commences

On notification of a critical incident the Principal will convene a meeting of the Critical Incident Management Team to:

  • Establish accurate information
  • Assign roles and responsibilities
  • Agree schedule for the day
  • Contact external agencies, as appropriate
  • Arrange for supervision of students
  • Hold staff meeting – with a briefing to staff from a counsellor on how to manage classes, if required (See Appendix A17)
  • Inform students – (close friends and students with learning difficulties may need to be told separately)
  • Compile a list of vulnerable students
  • Contact/visit the bereaved family
  • Inform parents
  • Prepare and agree media statement and deal with media, if required
  • Hold end of day staff briefing

Medium term actions - (Day 2)

Task

Name

Convene a CIMT meeting to review the events of day 1

Ann Bray

Meet external agencies

Ann Bray

Meet whole staff

Ann Bray & Noirin Lannon

Arrange support for students, staff, parents

Noirin Lannon

Visit the injured

Karen O Mara

Liaise with bereaved family regarding funeral arrangements

Karen O Mara

Agree on attendance and participation at funeral service

Ann Bray & Noirin Lannon

Make decisions about school closure

BOM

 

Medium-Term Actions (24 - 72 Hours)

  • Review the events of the first 24 hours:
  • Reconvene the Critical Incident Management Team
  • Decide arrangements for support meetings for parents/students/staff
  • Meet with external agencies, if required
  • Ensure all staff are kept up to date on any developments
  • Be sensitive to how all staff are coping on a personal and professional level
  • Update media, if necessary
  • Give any teacher who feels uncomfortable with involvement in support meetings the choice of opting out
  • Plan for reintegration of students and staff (absentees, injured, siblings, etc.)
  • Plan visits to injured
  • Liaise with the family regarding funeral arrangements
  • Decide attendance and participation at funeral in accordance with parents' wishes and school management decisions and in consultation with close friends
  • Request a decision on school closure from the DDLETB, if appropriate

 


Follow-up – beyond 72 hours

Task

Name

Monitor students for signs of continuing distress

Class Tutors & Class teachers

Liaise with agencies regarding referrals

Guidance Department

Plan for return of bereaved student(s)

Noirin Lannon, Year Heads

Decide on memorials and anniversaries

BOM/Staff, parents and students

Review response to incident and amend plan

Management Team, Staff, BOM

 

Long-Term Tasks

In the aftermath of a critical incident:

  • Keep in contact with the family/families concerned
  • Monitor students for signs of stress
  • Liaise with agencies, if required
  • Be sensitive to occasions such as birthdays, Christmas, anniversaries etc.
  • Organise school services/memorial as appropriate
  • Provide appropriate support
  • Evaluate response to incident and amend critical incident plan accordingly
  • Inform new staff and students if appropriate


 

Part 3 – Appendices

The appendices that follow are intended to act as a resource to be used by the CIMT in the event of a Critical Incident.  They are intended to act as a guide rather than a direction.  The appendices included are:

A1       Agenda for Meeting with Critical Incident Management Team – Day 1

A2       Announcing the death of a student to students

A3       Minute Silence – On the day of prayer service for a student who has died

A4       Direction to students on forming a Guard of Honour at a Funeral

A5       Sample letter to parents – sudden death/accident

A6       Sample letter to parents - violent death

A7       Sample announcement to the media

A8       Announcement to Students

A9       Agenda for Staff Briefing

A10     Useful Contact Numbers

A11      Emergency Contact Numbers

A12     Staff Trained in First Aid

A13     Cultural Sensitivity and Awareness

A14     Critical Incidents during Certificate Examinations

A15     Critical Incidents during School Holidays

A16     Resource Hand-out for Teachers

 

(Additional resources can be found in “Responding to Critical Incidents: Guidelines for Schools” and “Responding to Critical Incidents: Resource Materials for Schools” Department of Education and Science 2007.)

 

Appendix A1

 

Agenda for Meeting with Critical Incident Management Team – Day 1

 

  • Share full details of the incident
  • Agree on the facts.
  • Discuss what agencies have been contacted and whether there are additional ones that should be informed (check Emergency Contact List)
  • Plan procedures for the day
  • Discuss issues relating to school routine, including school closure. Remember it is important to maintain a normal routine when at all possible. It is recommended that the school timetable runs as normal. This will provide a sense of safety and structure which is comforting for many students. Teachers should give students the opportunity to talk about what has happened.
  • Consider cancelling any planned event(s).
  • Discuss how to break the news to relatives and close friends and who should do this.
  • Discuss how to break the news to the rest of the students.  Class groups are often best, rather than large assemblies.
  • Discuss how to identify vulnerable students.
  • Plan a whole staff briefing (including ancillary staff). This may need to be done in two groups depending on the arrangements for the supervision of students.
  • Agree the text of a letter to be sent to parents.
  • Discuss how to deal with the media.  Prepare a media statement, if appropriate.
  • Delegate responsibilities to the appropriate critical incident team member or key personnel
  • Discuss which room(s) will be available to external agencies.
  • Decide if the prayer room should be made available for students.
  • It is generally recommended that this is available for the week following the incident and that its use is then reviewed.
  • Discuss the issue of consent for students who may need to be seen by the psychologist and arrange for the consent form to be photocopied and sent to parents.
  • Agree the next meeting time for the Critical Incident Management Team.
  • Agree a time for a follow up staff meeting at the end of the day. This gives an opportunity for the Principal to update staff on any developments. It also allows time for preparation for the following day. Lastly, it gives staff a chance to share their experience and to wind down after the day.

 

Appendix A2

 

Announcing the Death of a Student

For Registers

Dear Students

As some of you may have heard we are all very sad to hear of the death of one of our _____ year students, Name

Name was a lovely student and known to a lot of students and staff in the school.  This is a very sad time for all of us and our thoughts are with Name’s family at this time. 

Details about counselling available, prayer room, prayer service, funeral arrangements etc.

 

Principal

 

 

Appendix A3

 

Minute Silence – On the day of prayer service for a student who has died

Note to be inserted into Registers at Morning Registration

 

To all students:

 

As you know we are all very sad to hear of the death of one of our ____ year students, Name

Name was a lovely student and known to a lot of students and staff in the school.  This is a very sad time for all of us and our thoughts are with Name’s family at this time. 

As a mark of respect to Name and his/her family, all students and staff are asked to observe a minute silence today at 12.00pm.  A prayer will be said over the intercom and then everyone will be asked to pause for a minute of silence in memory of Name

 

Thank you

Principal

 

 

Appendix A4

 

Direction to students on forming a Guard of Honour at a Funeral

Purpose of going to the funeral:  You expressing your sorrow – But also supporting the family and above all respecting the wishes and traditions of the family

In the case of school – added dimension – You are representing the school.  You are doing this by forming a guard of honour

This is a ceremonial event only done on very important occasions – we will practise this shortly.  For a guard of honour – It is respectful and dignified and uniform. So:

  • No chewing
  • Absolutely no talking/whispering
  • Standing up straight
  • No phone or other distraction
  • Absolute full uniform from head to toe
  • Tidy appearance
  • Walk in formation
  • Follow instructions of teachers

 

Appendix A5

 

Sample Letter to Parents – Sudden Death/Accident

This letter can be used as a template in informing parents of a tragedy, offering some advice and outlining what the schools response involves.

 

Dear Parents

 

The school has experienced (the sudden death, accidental injury, etc.) of Name of student(s). We are deeply saddened by the deaths/events.

(Brief details of the incident, and in the event of a death, perhaps some positive remembrances of the person lost).

Our thoughts are with (family name).

 

We have support structures in place to help your child cope with this tragedy. (Elaborate).

 

It is possible that your child may have some feelings and questions that he/she may like to discuss with you.  You can help your child by taking time to listen and by encouraging them to express their feelings. All students are different and will express their feelings in different ways. It is not uncommon for students to have difficulty concentrating or to be fearful, anxious, or irritable. They may become withdrawn, cry, complain of physical aches and pains, have difficulty sleeping or have nightmares. Some may not want to eat. These are generally short term reactions. Over the course of the days to come, please keep an eye on your child and allow him/her to express their feelings while supporting him/her.

 

Although classes will continue as usual, I anticipate that the next few days will be difficult for everyone.

(Optional) An information night for parents is planned for (date, time and place). At that time, further information about how to help students in grief will be given.

We have enclosed some information which you may find useful in helping your child through this difficult time.

If you would like advice you may contact the following people at the school. (Details).

 

Yours Sincerely

 

Principal

 


 

Appendix A6

 

Sample Letter to Parents - Violent Death

This letter can be used as a template in informing parents of a violent death, offering some advice and outlining what the schools response involves.

 

Dear Parents

 

I need to inform you about a very sad event that has happened.

(Give accurate information about the incident, but avoid using the word murder as this will not be established until the court case is completed).

A child/young person from the neighbourhood, who is the brother of _________, a student here at school, was killed as a result of (a violent attack, violent incident in the street etc.) earlier this week. We are all profoundly saddened by his death.

 

We have shared this information and have had discussions with all of our students so that they know what has happened. School staff members have been available for students on an on-going basis today. Other support personnel (including psychologists etc., according to actual arrangements) are available to advise staff and, where necessary, to talk to students. This support will continue to be available for (if appropriate insert how long).

 

The death of any young person is tragic, but a violent death is even more difficult. It is hard to have to teach our children about the violence in our world and to accept that sometimes we do not have the power to prevent it.

 

We have enclosed some additional information that may be useful during this time.

 

The media are in the vicinity of the school and may approach you or your children. You need not respond to their questions if you are approached. We will not allow the media to interview your child at school and our general advice is that you should not let your children be interviewed. They are not mature enough to judge what to say and may say something they will regret later.

 

Our thoughts are with (family name) and with each of you.

 

Yours Sincerely

 

Principal


Appendix A7

 

Sample Announcement to the Media

 

This can be used as a template to be emailed, faxed or given to the media. It may help to decrease the number of media calls and callers to the school.

In some instances it is not appropriate to provide names or information that might identify individuals.

This announcement will need to be changed based upon confidentiality issues, the wishes of the victim’s family and the nature of the incident.

 

My name is (Name) and I am the Principal of Greenhills Community College. We learned this morning of the death of (one of our students or Name of student). This is a terrible tragedy for Name’s family, our school and our community. We are deeply saddened by these events. Our sympathy and thoughts are with (Name) family and friends.

Name of student/students was a ___ year student and will be greatly missed by all who knew him.

We have been in contact with his/her parents and they have requested that we all understand their need for privacy at this difficult time.

Offers of support have been pouring in and are greatly appreciated. Our school have implemented our Critical Incident Management Plan.

Psychologists from the DDLETB Psychological Support Service and (insert other information if relevant) have been with us all day supporting and advising teachers in their efforts to assist our students at this time.

The teachers have been helping students to deal with the tragic event.

The school has been open to parents, to support them and to offer them advice and guidance.

We would ask you to respect our privacy at this time.

Thank you

 

Appendix A8

Announcement to Students

  • To reduce the potential for creating a highly charged emotional atmosphere, the school will inform students in small groups e.g. close friends, tutor groups etc. in their regular classroom setting. The best person to communicate the news will normally be the tutor or the Year Head. 
  • Teachers will be given a carefully worded announcement to read aloud in classrooms.
  • Announcements will be simple, straightforward and sincere. When making the agreed announcement teachers will pass on the facts that are known, never speculate on the cause or causes of the incident and be truthful when questions cannot be answered.
  • Teachers will make the announcement simultaneously, where possible, to ensure that students attending school hear about it at the same time. Before making any announcement teachers will be mindful of vulnerable pupils in the group including those recently bereaved, those with special educational needs and those with English as an additional language.  After the announcement teachers will allow sufficient time for students to begin to discuss their feelings.  Advice and resources will be provided by the Guidance and Counselling departments, if required.
  • Students who are absent from school due to illness, work experience, educational trips or suspension should also be informed. This is of particular importance if a student has died and the absent pupil is in the same class or is a known friend.  In such a case, early contact should be made with the student’s parent by the class tutor. 

 

The following example provides a suggested structure for an announcement and is not intended to be adhered to rigidly.

After A Sudden Death

Sadly a tragedy has happened in our school community.  __________, a 3rd year student has died suddenly.  We want to respect the family’s need for privacy at this time but you will be given information about funeral arrangements as soon as possible.

This kind of tragic news is hard to accept.  You may experience many feelings within the next few days.  Everyone deals with loss differently and it is important to respect the way others grieve.  We want to listen to your feelings and concerns so support staffs are available in ____________.  Feel free to arrange to go there and talk to someone.

 

 

Appendix A9

Suggested Agenda for the first Staff Briefing

The initial briefing will:

  • Give a brief statement of factual information;
  • Outline the school’s response and proposed plan of action;
  • Outline staff responsibility for monitoring student and staff welfare;
  • Identify vulnerable students who may be at risk;
  • Clarify specific responsibilities for staff;
  • Advise staff on procedure for dealing with media enquiries;
  • Advise staff on agreed procedure for informing pupils and parents;
  • Inform staff of the resources and support services that are available;
  • Advise staff of time/place of next briefing and debriefing session.


 

Appendix A10

 

Useful Contact Numbers

 

Barnardos

1850 222300

The Samaritans

1850609090

Childline

1800666666

Parentline

1890927277

Aware

016766166

1890303302

National Office for Suicide Prevention

01 6201670

Rainbows

014734175

Bereavement Counselling Service

018391766

Bereavement Counselling

016767727

Employee Assistance Service

1800 411 057

Pieta House

01-6010000

JIGSAW

01 5380087

Teen Counselling Clondalkin

01 5574705

 

 

Appendix 11

 

Emergency Contact Numbers

 

Crumlin Garda Station

01 6666200

Ambulance

999

Fire Brigade

999

Tallaght Hospital

01 4142000

Parish Priest

01 5555199 / 01 6261010

Department of Education and Skills

0906442700

Psychological Support Service

Tel: (01) 4598446

 

 

 

 

 

 

 

 

 

 

Appendix A12

Staff Trained in First Aid

The following staff members have completed a First Aid Course and trained to use the defibrillator:

Noirin Lannon

Pauline Fagan

Mary McMahon

Gearoidin Flynn

Tadgh Farrelly

Paul Barnes

Teresa Byrne

Ger McDevitt

 

 

Appendix A13

Cultural Sensitivity and Awareness

The school’s response to bereavement will be sensitive to different religious beliefs and different traditions amongst students and staff.  For example, attendance at a Christian service may not be acceptable to parents whose children are of other religious beliefs, or of none.  This may result in the non-attendance of some students. 

The school is also mindful of different cultures and of differing religious beliefs and rituals that exist around death.

If students are to attend a funeral rite of a religion or denomination other than their own the Chaplain or a member of the Religion Department will meet with them as a group to explain the funeral ritual and service.

 

Appendix A14

 

Critical Incidents during Certificate Examinations

 

The examination period is a time when the staffing arrangements and the organisational arrangements in schools are different from those in place during the rest of the year.  If a critical incident happens at this time, complexity is increased because of the extra pressures that exist and the need to enable as many students as possible to proceed with their exams. 

 

  • If the State Examinations are in progress, in the event of a Critical Incident, the School Examinations Secretary will contact the State Examinations Commission as soon as possible.
  • Students will be offered support from available personnel in the school.
  • If at all possible, students should be encouraged to complete their exams. If a student needs to leave the exam hall due to distress, a member of staff may be able to help them settle down so that they can return to the exam.  It is vital that they are accompanied at all times in order to preserve the integrity of the examinations.
  • All extraordinary queries relating to the examinations will be referred to the State Examinations Commission.
  • If someone is very upset, it may be necessary for the School Examinations Secretary to arrange for a separate centre to be set up in such circumstances.

 

 

Appendix A15

Critical Incident during a Weekend or School Holiday period

Should a Critical Incident occur during a school holiday period the following procedures will apply:

The school will be opened for a period of time.

The Principal will convene a meeting of available members of the CIMT.

Staff, the Board of Management, the DDLETB and the Psychological Support Service will be informed.

Arrangements will be made to offer support to students and staff.


Appendix 16

Hand-out to guide tutors and teachers in managing a class group in the event of a Critical Incident

The aim of the class is to break the news of the incident and give the students the opportunity to discuss it and share their thoughts and feelings in a safe and secure environment.

 

Step 1: Give the facts in a calm and low voice

  • What has happened
  • Who was involved
  • When it happened
  • Dispel any rumours
  • The plan for the class/day

I have something very sad to share with you…

I am feeling very sad about what’s happened. Let’s spend some time together now helping each other to talk about it.

 

Step 2: Allow the students to speak about their experience of what has happened if they wish.

This is intended to help them feel less alone. Some students may not be able to verbalise so it may be easier for them to write it down of draw how they feel.

 

Step 3: Normalise the reactions.

(Hand out Reactions to a critical incident can be used as a reference for teachers during this part of the class if necessary)

  • Explain that everyone reacts differently.
  • Some people may feel sad, scared, angry, tearful, regret, shame, lonely etc. and some people may feel fine, numb or nothing.
  • Some people may have a behavioural/physical/thought/feeling reaction (see hand out).
  • All these reactions are normal and perfectly fine.
  • These reactions will change or pass over time.

 

Step 4: Help to identify coping strategies.

Give out hand out How to cope when something terrible happens.

  • It is important to help the students to regain a sense of control over how they feel.

Step 5: Close the class.

End the class by talking about the future.

  • What would be helpful for the students over the next few classes/days?
  • Reiterate that their responses are normal reactions to abnormal circumstance. 

 


 

REACTIONS TO A CRITICAL INCIDENT

 

Following the recent sad event, you may now be experiencing some strong emotional or physical reactions. There is no ‘right’ or ‘wrong’ way to feel but here is a list of difficulties that people sometimes experience following such an event.

 

Feelings -

Fear

Guilt

Shame

Regret

Anger

Tearfulness

Loneliness

 

Behavioural -

Nightmares

Social withdrawal

Over reliance on use of social media

Irritability

Loss of concentration

 Forgetfulness

Physical/Verbal aggression

 Misuse of drugs, including alcohol

Anxiety

Mood swings

Shock

Yearning

Numbness

Confusion

Isolation

Insecurity

THOUGHTS

Thoughts -

Disbelief

Denial

Sense of unreality

Preoccupation with images of the event/person

PHYSICAL

Physical -

Tiredness

Sleeplessness

Headaches

Stomach Problems Bowel/

Bladder problems

Loss or increase in appetite

 

HOW TO COPE WHEN SOMETHING TERRIBLE HAPPENS

 

  • Reach out – people do care
  • Talk to your friends, family and teachers - talking is the most healing medicine
  • Remember you are normal and having normal reactions – don’t label yourself as crazy
  • It is ok to cry
  • It is ok to smile
  • If your feelings and reactions seem different from those of your friends, remember

  everyone reacts differently

  • When the stress level is high there is a temptation to try to numb the feelings with alcohol and drugs. This complicates the problems, rather than making it better!
  • Some people find that writing or drawing is helpful. What about writing a note or letter to the family of the person who died or the person themselves?
  • Spend time with people who have a positive influence on you
  • Make as many daily decisions as possible. This will give you a feeling of control over your life, e.g. if someone asks you what you want to eat – answer them, even if you’re not sure
  • Recurring thoughts, dreams or flashbacks are normal – don’t try to fight them – they’ll decrease over time and become less painful
  • Make a special effort to take care of yourself during this time. Try to get some extra

  sleep, eat good foods and get some exercise, even if it is just a walk

  • Sticking to your “normal” routine helps. Try to keep busy
  • Take time out – go for a walk or kick a football
  • Provide some balance to the negative things that have gone on by doing something special or fun for yourself - like going to the cinema, listening to music, calling a friend, etc.

Laughter is good medicine. It’s ok not to feel sad

  • Use of social media can help but do not rely on it as your only source of support.
  • Useful websites: www.spunout.ie; www.youth.ie; www.reachout.com.au

 

Above all, realise that what you are experiencing is normal following a traumatic event. Be understanding of yourself and others.

 

Dignity and Respect at Work Charter 2017

1.       PURPOSE

 

The purpose of the policy is to demonstrate DDLETB’s commitment to implementing and promoting measures to protect the dignity of employees and to encourage respect for others at work.  This is done by creating a work environment free from discrimination, harassment, racism, sexual harassment, bullying and disrespectful behaviour by dealing effectively with any complaints of such conduct, and also by welcoming diversity and promoting employment equality.

 

This policy is to give practical guidance to staff on:

  • what is meant by discrimination, harassment, sexual harassment, bullying and disrespectful behaviour;
  • how this unacceptable behaviour may be deterred;
  • how to raise the awareness of management and staff to the identification of the potential for this form of unacceptable behaviour;
  • what steps to take if it does occur to ensure that adequate procedures are readily available to deal with the problem, to ensure that all parties, complainant and respondent, are treated fairly in resolving the problem and to prevent any recurrence.

 

It is important to note that while DDLETB cannot guarantee confidentiality, it will make every effort to ensure that everyone involved while a complaint of harassment, sexual harassment or bullying is being investigated observes it.

 

Where it is necessary to interview witnesses as part of an investigation they will be expected to respect the privacy of the parties involved by refraining from discussing the allegations with other work colleagues or persons outside of the organisation. 

 

Nothing in this policy overrules a person’s legal and statutory rights.

 

It is the objective of this policy is to set out DDLETB’s policy and procedures in relation to harassment, sexual harassment and bullying and outlines the procedure to be followed if any member of staff feels that they have been subjected to harassment. 

 

 

 

2.       SCOPE

 

This policy applies to all employees, contractors, customers, suppliers and visitors to the workplace.  This policy applies during normal working time in the ETB’s premises and also at work related social events, business trips and other work related activities such as training courses or conferences, whether they take place on the ETB’s premises or not, and whether or not they take place during normal working hours.

 

3.       EQUALITY & DIVERSITY POLICY

 

DDLETB is committed to equal opportunity of employment and all employment policies, procedures and practices will be based on merit, qualifications and abilities.  Employment and recruitment practices will not be influenced or affected by an employee’s race, colour, religion, sex, marital status, nationality, family status, sexual orientation, disability, age or membership of the Traveller community.  Implied in the DDLETB’s contracts of employment is a commitment to equal pay for equal work.  Likewise, in selecting service providers, none of the grounds listed above will be used as the basis for any decision.

 

DDLETB promotes and supports the right to dignity at work.  All who work in DDLETB are treated equally and respected for their individuality and diversity.  DDLETB will not tolerate discrimination, bullying, sexual harassment, harassment or disrespectful behaviour by one employee or group of employees against another or others for any reason.  Lack of respect may be shown in words, conduct, acts or demeanour.  The ETB promotes a workplace culture of dignity, respect and openness to diversity which should be reflected in the actions and behaviour of all employees.  Where this occurs it is regarded as contravening the values of the ETB and as such will be treated as a serious disciplinary matter. 

 

3.1     Discrimination

 

Discrimination is defined as the treatment of a person in a less favourable way than another person is, has or would have been treated, on any of the nine grounds listed below.  Discrimination is also taken to have occurred where one of the nine grounds is imputed to a person, or where a person who is associated with another is treated less favourably than another person would have been by virtue of that association.

 

DDLETB values the contribution of all employees and requires every employee to refrain from any type of behaviour which may be interpreted as offending, harassing or discriminating against another/other employees.  While not restricted to the grounds listed below, the policy prevents any form of discrimination based on the following:

 

  • Gender
  • Marital status
  • Family status
  • Sexual orientation
  • Religious belief or lack of religious belief
  • Age (16+)
  • Disability or the nature of disability
  • Race, colour, nationality or ethnic or national origins
  • Membership or non-membership of the Traveller community.

 

3.2       Harassment

The Employment Equality Acts, 1998 and 2004 expressly prohibits harassment.  Harassment is defined as any form of unwanted conduct related to any of the nine discriminatory grounds, being conduct which has the purpose or effect of violating a person’s dignity and creating an intimidating, hostile, degrading, humiliating or offensive environment. 

 

Harassment may be explicit or implicit; it may be a single incident or occur over a period of time.  It may be directed at an individual or at a group.  In defining and identifying harassment it is the effect of the behaviour that is relevant not the intent.  It is the impact of the behaviour on the person affected that determines whether harassment has occurred.

 

Such conduct may include spoken words, gestures or the production, display or circulation of written words, pictures or other material, if the action or conduct is unwelcome to the employee and is deemed to be offensive, humiliating or intimidating.  Examples of harassment include the following:

 

Verbal Harassment

  • jokes, comments, ridicule or songs

 

Written Harassment

  • faxes, text messages, emails or notices

 

Non-Verbal/Visual Harassment

  • jostling, shoving or any form of assault;
  • gestures, posturing or threatening poses;
  • visual displays such as posters, emblems or badges;
  • isolation or exclusion from workplace social activities;
  • pressure to behave in a manner that the employee thinks is inappropriate, e.g. being required to dress in a manner unsuited or a person’s ethnic or religious background.

 

3.3     Sexual Harassment

Sexual harassment is prohibited by the Employment Equality Acts, 1998 and 2004.  Sexual harassment is defined as conduct of a sexual nature which has the purpose or effect of violating a person’s dignity and creating an intimidating, hostile, degrading, humiliating or offensive environment. 

 

Such conduct may take the form of unwanted verbal, non-verbal or physical conduct of a sexual nature.  This may include acts of physical intimacy, any request for sexual favours, or any other act or conduct including spoken words, gestures, or the production, display or circulation of written words, pictures or other material that is unwelcome and regarded as sexually offensive, humiliating or intimidating.

 

Forms of Sexual Harassment

Many forms of behaviour can constitute sexual harassment and a single incident may constitute sexual harassment.  The following is a listing of potential forms of sexual harassment, which is not exhaustive:

 

Verbal Harassment

  • unwelcome sexual advances, propositions, or pressure for sexual activity;
  • unwelcome pressure for social contact;
  • sexually suggestive jokes, remarks or innuendoes.

 

Physical Harassment

  • unwelcome physical contact such as groping, pinching, patting, unnecessary touching or brushing against another person’s body;
  • indecent exposure;
  • unwelcome fondling or kissing;
  • sexual assault or rape.

 

Non-Verbal/Visual Harassment

  • the display of sexually suggestive or pornographic pictures and calendars, objects, written materials, emails, text messages or faxes;
  • leering, offensive gestures, whistling.

 


3.4       Bullying

 

All forms of bullying is prohibited.  Workplace bullying is repeated inappropriate behaviour, direct or indirect, whether verbal, physical or otherwise, conducted by one or more persons against another or others, at the place of work and/or in the course of employment, which could reasonably be regarded as undermining the individual’s right to dignity at work.  An isolated incident of the behaviour described in this definition may be an affront to dignity at work but, as a once off incident, is not considered to be bullying. 

 

Forms of Bullying

Bullying occurs in many guises and reveals itself through obvious and direct methods as well as in less direct and subtle forms.  Bullying may manifest itself across the organisational and management structure.  It can occur within peer groups (staff on the same grade), from management to staff and from staff to management.  Bullying may be categorised in a number of forms including behaviour that may:

 

  • Humiliate: Preventing a colleague from speaking by using aggressive and/or obscene language, sneering or ridicule including horseplay or practical jokes, and criticising their efforts often in front of others;
  • Intimidate: physical abuse or threats of abuse, open aggression, threats, staring, shouting abuse or obscenities;
  • Verbal abuse: persistent unwarranted criticism;
  • Victimise: manipulation of a colleagues reputation by rumour, gossip ridicule and/or innuendo;
  • Exclude and isolate: social exclusion and isolation;
  • Intrude: through pestering, spying or stalking;
  • Manipulate the nature of work by withholding information, setting meaningless tasks, giving repeated unreasonable assignments or duties that are obviously unfavourable to one individual, giving repeated impossible deadlines or impossible tasks, or regularly taking the credit for somebody’s work, but never taking the blame when things go wrong;
  • Undermine a person’s authority.

 

3.5       Lack of Respect

Lack of respect is prohibited by the ETB.  It can be shown by direct comments, sarcasm, snide remarks, inappropriate jokes or banter towards a colleague.  It can arise where colleagues are ignored, overlooked, avoided or shunned without good reason and in a manner likely to be hurtful or disrespectful.  Jokes or comments directed at, or referred to, a colleague could be thought amusing by others but may be unpleasant, uncomfortable or hurtful to that colleague.  Respect should be shown to all colleagues.  Respect is also earned.  By showing respect to others and honouring their personal dignity, a person will earn their respect.

 

3.6       Intent

 

It is the effect of the treatment on the harassed or bullied individual, and not the intent of the alleged perpetrator, that will be taken into consideration when determining whether or not the treatment constitutes harassment, sexual harassment or bullying.

 

 

4.       EFFECTS OF HARASSMENT, SEXUAL HARASSMENT AND BULLYING

 

Harassment, sexual harassment and bullying exact a high price from employees and employers alike.  Employees can be subject to fear, stress and anxiety, which may put great strains on personal and family life.  Individuals working in a climate of fear and resentment do not perform to their capabilities.  The result is not just poor morale but increased absenteeism, higher labour turnover, reduced productivity, reduced efficiency and divided teams. 

 

 

5.       RESPONSIBILITY OF MANAGEMENT AND STAFF

 

All individuals, whether directly employed or contracted by DDLETB, have a duty and responsibility to uphold the principles of this policy.  While each employee has a responsibility to ensure that harassment, sexual harassment and bullying is prevented, Managers, Section Heads/Line Managers and Trade Union Representatives/Officials have a specific responsibility to promote the provisions of this policy.  

 

 

6.       RIGHTS OF THE PARTIES

 

This policy guarantees that all complaints will be treated seriously and agreed procedures  IVEA, TUI, ASTI, IMPAC and SIPTU – Codes of Practices for Dealing with Complaints of Sexual Harassment, Bullying and Harassment in VEC Workplaces – 1 September 2006  will be followed. 

 

An individual is free to make a complaint.  He/she will not be victimised for making a complaint.  However, if a complaint is found to be false or malicious, disciplinary action will be taken as appropriate, up to and including dismissal.

 

All parties involved will be treated with respect, and counselling may be availed of by either or both parties at any stage in the procedure.  The alleged perpetrator of harassment is entitled to representation, a fair and impartial hearing and the right to challenge a claim of harassment.  An allegation of harassment remains an allegation until it is found, following investigation, to be harassment.

 

Where an employee is found to have engaged in harassment, he/she will be subject to the disciplinary procedure and disciplinary action, as appropriate, up to and including dismissal.

 

Protection against retaliation

Retaliation is a serious violation of this policy and should be reported immediately.  Any staff member found to have retaliated against another for filing a complaint or assisting in an investigation will be subject to disciplinary action.

Electronic and Digital Device Policy 2020

Electronic and Digital Devices 2020-2021

Mobile phones/electronic devices must be switched off as soon as students enter the school building and during the school day between 9am until 4pm, (1.10 on Wednesday), including morning break and lunch time.

· All electronic devices are strictly forbidden during school hours. Phones may be switched on with the permission of the class teacher and when leaving the school grounds.

· The use of these items will result in their confiscation

If a student refuses to hand over a mobile phone (seen or heard during class time, in the corridor, canteen or in the sports hall), to the teacher, the student will receive an automatic detention and will be referred to the Deputy Principal or Principal. At this stage, any refusal to hand over the phone will result in the student automatically proceeding to Level 3. However, the overall is recorded as only receiving the next level on the ladder. If a student has their phone confiscated on any further occasions their parent/guardian must collect the phone the following working day.

· Students may not contact their parents during school hours on their mobile phone, if any student has an emergency the school secretary will make the necessary phone call.

 · In order to assist the college in implementing this policy, parents/guardians are asked to arrange not to contact students by mobile phone at any time during the school day, which may necessitate the student breaking the school rules. Contact may be made through the office on 01 450 7775.

· The use or possession of picture phones/voice recording phones while on school premises or on school related activities is strictly forbidden.

· Personal Stereos, MP3s, iPods, Earphones, etc are not to be brought to school. These items may be confiscated if observed in the student’s possession.

· Irresponsible use of picture phones can lead to serious infringements of people’s rights. Bullying or harassment in any form, including sexual harassment involving picture phones, will be severely dealt with by the school, and the relevant authorities including the Gardai.

· Any student found using a camera/voice recording phone may be considered, depending on the circumstances, to have committed a serious infringement, meriting sanction up to/including suspension. The Principal, in consultation with relevant staff members, will determine sanctions.

· A condition of its return will be that the parent/guardian will display all recordings saved on the device to the school and that the school has the right to insist that all recordings of school staff, whether taken inside or outside the school premises, and all recordings of students taken inside the school premises, will be deleted before the phone is handed over.

· Depending on the nature of content, the school reserves the right to contact relevant outside bodies to determine appropriate course of action, i.e. Gardai, Legal Advice etc.

· Greenhills College accepts no liability whatsoever in relation to theft or damage to a phone while a pupil is in school.

Examination Policy

State examinations and in-school examinations.

The following rules and regulations apply to these examinations,

A candidate is liable to have his whole examination cancelled if he/she

  • brings into the examination hall or has in his possession or under his control any books, notes, papers, mobile phone, electronic address book, data bank, etc., other than his examination paper or answer books etc., supplied to him by the Superintendent/teacher.
  • Aids or attempts to aid another candidate;
  • Obtains or attempts to obtain aid from another candidate;
  • Communicates, or attempts to communicate, in any way with another candidate.

A candidate who violates the Regulations may also be debarred from entering any of the examinations run by the State Examinations Commission/College.

Fire Safety

It is the responsibility of each student to familiarise himself and to comply with the fire drill

Fire Drill

When the alarm sounds

Students beside windows close windows

Walk quickly in single file towards your exit

Do not take personal belongings

Last person to leave the room should close the door.

At The Assembly Point

Look around for students who were with you in your class and if someone is missing inform the teacher immediately.

If In Toilets etc

Move with the traffic flow to the assembly point and join your class group. You must be aware of exit routes from every room in which you have a class.

You must never absent yourself from class.

Health And Safety Statement

Students are expected to behave in such a way as not to put their own safety or that of anyone else at risk. To help ensure this they are required to:

  • Take reasonable care in the school and the school grounds to ensure their own safety and that of others.
  • Not to leave the school grounds during school hours without permission. If they must leave for any reason they must sign out at the school office.
  • Familiarise themselves with the designated emergency exit route from each room that they use, and the congregation and counting area at safety drill.
  • Refrain from interfering with safety equipment such as fire alarms, fire extinguishers and hose reels.
  • Refrain from littering the school building or grounds, all accidental spills should be reported immediately to a member of staff.
  • Must obey all verbal and written safety instructions given to them by staff members.

Relationships & Sexual Education (RSE) Policy 2020
Introduction This RSE policy is a written statement of the aims of the RSE programme, the relationship of RSE to SPHE, and the organisation and management of RSE within the school. This policy has been implemented after consultation between the staff, the Principal and Deputy Principal, the Board of Management, Parents’ Representatives and the Student Council. School Mission Statement Greenhills Community College endeavours to be a caring community to stimulate and foster the physical, intellectual, moral, emotional and spiritual growth of our students. Our aim is to develop each of our students as a whole person by promoting an atmosphere of respect, honesty and fairness in which all the school community can achieve their full potential. Scope of policy This policy applies to all aspects of teaching and learning about relationships and sexuality in the school. RSE teaching and the topics and ideas covered benefit greatly from cross curricular linkages but also impact other subjects. Definition of RSE Relationships and Sexuality Education (RSE) is a lifelong process of acquiring knowledge and understanding and of developing attitudes, beliefs and values about sexual identity, relationships and intimacy (Department of Education and Skills). Sexuality is a key element of healthy social and personal development in all our lives, but particularly important in the life of the adolescent. RSE is a developmental process using learning that is experiential in which students participate to help foster a healthy attitude towards themselves and others, especially in the area of sexuality and relationships. RSE in Greenhills College will provide structured opportunities for students to acquire a knowledge and understanding of human relationships and sexuality through processes which will enable them to form values and establish behaviours within a moral, spiritual and social framework. Relationship of RSE to the Social, Personal and Health Education (SPHE) programme The Education Act (1998) emphasises that schools are obliged to promote the social and personal development of students and provide health education for them. As part of the SPHE programme students are encouraged to develop their own self confidence and build relationships with others. Notice is taken by the school of Section 30 (2) (e) under which a child may not be required to attend instruction in any subject which is contrary to the conscience of the parent of the student, or in the case of a student who has reached 18, the student. The Draft Guidelines for RSE (NCCA, June 1995) state that Social Personal and Health Education is "spiral, developmental in nature and age appropriate in content and methodology". The RSE programme is designed to follow this principle and pattern. RSE is addressed within the SPHE programme at junior cycle. Apart from the specific lessons of RSE, SPHE covers other areas which would be pertinent to the development of a healthy attitude to sexuality in one’s self and one’s relationship with others. SPHE deals with many issues such as self-esteem, assertiveness, communication and decision-making skills – all of which can contribute to the effectiveness of the RSE programme. Schools are required to teach RSE as an integral component of Junior Cycle SPHE up to Third Year, as outlined in the Junior Cycle SPHE Curriculum Framework produced by the National Council for Curriculum and Assessment (NCCA, 2000). Schools are also required to teach Senior Cycle RSE even in the absence of a timetabled SPHE class. (Circular 0027/2008). The School endeavours to do this subject to available resources. The Aims of our RSE Programme • To help students understand and develop friendships and relationships • To promote a positive understanding of sexuality • To promote a positive attitude to one’s own sexuality and in one’s own relationship with others • To educate the students to have a clear understanding of the male and female reproductive systems • To enable the students to develop attitudes and values towards their sexuality in a moral, spiritual and social framework • To help young people understand Sexually Transmitted Infections and to promote sexual health. (It is acknowledged that in a course of limited duration and contact time, these aims are aspirational.) The Management and Organisation of RSE in the School The Principal/Deputy Principal will make arrangements regarding the teaching of the RSE Programme and the deployment of staff. Teachers will follow the guidelines and lesson plans drawn up by the National Council for Curriculum and Assessment (NCCA). One timetabled period per week will be allocated to SPHE and out of the SPHE Programme in the year; six timetabled periods will be assigned to RSE. Signed consent forms will be gathered from all students prior to attending presentations on RSE. RSE is included in the Transition Year programme and is delivered in a six-week module or through block classes through Life Skills and Guidance. RSE is delivered to 5th and 6th year students in six timetabled periods or block classes throughout the year. RSE Team in Greenhills Community College includes teachers from the following subject areas: Deputy Principal: Ms Noirin Lannon Science & Biology: Ms Pauline Fagan Religion: Ms Deborah Middleton Guidance: Ms Caroline Golding Brady and Ms Brid Brennan SPHE: Ms Louise Scully, Ms Lisa Albuquerque, Ms Aisling O Brien, Mr Sean Ennis, Ms Karen Sewell, Ms Maria Donoghue SEN Department: Ms Josephine Healy RSE Presentations: Ms Teresa Byrne (R.G.N.S.C.M) and Lisa Albuquerque to Senior Cycle students A Wellbeing Coordinator has been appointed to assist in the organisation of SPHE and RSE in the school. Choice to Opt Out of RSE Programme The Education Act, 1998 (Sec 30, Subsection 2 E) provides that a student is not required to attend instruction in any subject which is contrary to the conscience of the parent/guardian or in the case of any student who has reached the age of 18 years. The school respects the rights and wishes of parents/guardians who wish to withdraw their child from the Programme and this policy will be made available to parents/guardians. If any parent(s)/guardian(s) wish to withdraw their son from any part of the Programme, they may do so by indicating their wish in writing to the Principal or Deputy Principal. Prior to the student being withdrawn from the Programme, the Principal or Deputy Principal/RSE teacher will discuss the nature of a parent’s/guardian’s concerns with her/him and advise of the risks associated with students receiving inaccurate information from peers or other sources. Classroom Issues Confidentiality While students should not be encouraged to disclose personal or private information in SPHE/RSE classes, there may be times when they do talk about their own lives. Confidentiality will be respected unless a teacher becomes aware that a child is at risk, in which case, in accordance with the School’s Child Protection Policy, the appropriate action will be taken i.e. immediate referral to the Designated Liaison Person for Child Protection. Participation SPHE is a core curricular subject in the Junior Cycle Curriculum. RSE is one module of the programme. While all partners in the school community – teaching staff, parents and management – are agreed on the programme, we recognise, nevertheless, the right of any parent/guardian who so wishes to request that his/her son should not participate in the programme. The school will respect this choice. Where students are withdrawn from RSE the school cannot take responsibility for any versions of class content passed on to them by other students. It is our hope that all students will avail of the RSE programme provided by the school. We understand however that at times parents/guardians may wish to withdraw their son from particular aspects of the RSE programme because of perceived conflict with their own values and beliefs. The school respects this parental right but will engage with parents/guardian with a view to resolving any perceived difficulties. If students are withdrawn, the school may not be able to provide alternative learning opportunities. Parents/Guardians are asked to collect their son at an appointed time if he is not attending the RSE class. Answering Questions While it is important to create an environment in SPHE/RSE in which students can discuss issues openly, teachers may not be able to answer all questions asked and will set appropriate limits, in relation to ground rules and learning outcomes. Inappropriate questions will not be answered by a teacher in class. Students may ask questions about issues which are not included on the curriculum. On these and all questions asked, teachers will use their professional judgement, guided by the age of the students, together with the student’s emotional maturity, the RSE Curriculum and RSE Policy for the school. Visiting Speakers/Presenters Visiting Speakers/Presenters may be invited to assist in teaching the RSE programme. While visitors to the classroom can be immensely valuable as part of the SPHE and RSE programme, the delivery of the programme remains the responsibility of the teacher. In light of this, the SPHE/RSE teacher will remain with the class group during the visit. Visiting Speakers/Presenters will also be asked to submit a copy of their presentation to the Principal and RSE Co-ordinator prior to their visit, at which point they will also receive a copy of the school’s RSE policy. Dealing with the topic of Sexual Activity Teachers will use their professional judgement, guided by the age of the students, together with the student’s emotional maturity, the RSE Curriculum and the RSE Policy for the school, while dealing with the topic of Sexual Activity. Students will be given information on the age of consent which is 17 years for both males and females (Sexual Offences) Act, 2006. Family Planning The post primary RSE Curriculum Guidelines state that the subject of Family Planning should be covered within the Senior Cycle RSE Programme. The RSE Programme requires that young people are provided with information about methods of contraception. Teachers will use their professional judgement, guided by the age of the students, together with the student’s emotional maturity, the RSE Curriculum and RSE Policy for the school, when dealing with the topic of family planning. Homosexuality The school does not promote any one life-style as the only acceptable one for society and therefore it is inevitable and natural that homosexuality and identity-based issues will be raised during a programme of RSE. The post primary RSE Curriculum Guidelines include the subject of sexual orientation. The Equal Status Act, 2004 prohibits discrimination across nine grounds, including homosexuality. Teachers will use their professional judgement, guided by the age of the students, together with the student’s emotional maturity, the RSE Curriculum and RSE Policy for the school, when dealing with the topic of sexual orientation. Sexually Transmitted Infections The topic of Sexually Transmitted Infections (STIs) is addressed primarily in 6th year. Teachers will use their professional judgement, guided by the age of the students, together with the student’s emotional maturity, the RSE Curriculum and RSE Policy for the school, when dealing with the issue of Sexually Transmitted Infections. Special Needs Students with Special Educational Needs may need more help than others in coping with the physical and emotional aspects of growing up. They may need more help in learning what sorts of behaviour are and are not acceptable, and in being warned and prepared against abuse/being taken advantage of by others. The Learning Support Department will provide support for students with SEN in this regard. Links to Other School Policies The RSE policy is linked to other school policies including (but not limited to): • Child Safeguarding Statement • Guidance Plan • Anti-Bullying Policy • Substance Use Policy • ICT Policy • SPHE Policy Provision of Training and Staff Development Greenhills Community College has appointed a Wellbeing Coordinator to assist the SPHE and RSE teachers on staff. The SPHE Support Service offers training and support to teachers in both Junior Cycle and Senior Cycle RSE and the school will endeavour to facilitate staff in Training and Support in teaching SPHE and RSE, subject to resources available. Resources Core and supplementary resources are available to all SPHE and RSE teachers. These are located in the SPHE/RSE Folder. Relevant literature and information is posted around the school notice boards and walls. Staff may also avail of web-based resources for class planning; every classroom is now equipped with ICT equipment which aids the use of ICT in classes. The SPHE and RSE departments will identify any necessary resources and present them to the Principal/Deputy Principal as part of their projected budget. Monitoring & Evaluation The implementation of the RSE policy will be monitored at SPHE/RSE department meetings and other meetings deemed necessary by the Principal or Board of Management. The effectiveness of the Programme will be monitored and evaluated through: • Student Feedback • Teacher Feedback • Parent Feedback The RSE policy will be reviewed and amended every September by the Principal/Deputy Principal, Wellbeing Coordinator and by the Guidance and Counselling Department. This policy should be read in conjunction with the Greenhills Community College Child Protection Policy. Ratification & Review of Policy This policy was officially ratified by the Board of Management on Thursday, 30th January 2020.
Safeguarding Statement 2020-2021

To view our Safeguarding Statement click here.

School Trips Policy 2017

 

Introduction

It is school policy to organise for the benefit of students when this is deemed appropriate by the teaching staff, in consultation with the Principal.  The College recognise the benefits of outings to complement normal school work, for educational or sporting purposes.

Some trips are organised as part of the course to be followed in a subject area.  Other outings and trips are additional to the curriculum and are not deemed a core activity.

The lengths of trips, outings and trips may vary from short local visit to a longer trip involving staying away for several days.

College trips, outings and tours area privilege reserved for students who meet minimum standards of behaviour while at school.  Students who do not meet minimum standards of behaviour, as decided by the Principal, may be refused permission to participate in a school outing.  The Principal reserves the right to disallow a student from participation in a school trip if, in his/her opinion, the health or safety of the student or other students or teachers is at risk.

All school rules and all school policies apply while on school trips.  In particular, parents and students should be aware that permission to travel on a College related activity is conditional on strict adherence to the Code of Behaviour[1]     

All students selected for sports teams and who travel as part of a class group represent Greenhills Community College.  The highest standards of behaviour and conduct are expected as a matter of course.

Procedures

In general, written permission is required from a parent/guardian of a student before they may go on a trip. It is understood that students who play a part of a team representing Greenhills Community College have on-going parental permission to travel to all away matches.

Parents should be aware of the tradition of support for school teams that the College wishes to promote.  Pupils are encouraged to support teams at fixtures at home or away that might be arranged at short notice.  It is understood that pupils who sign up to support a team playing either in the College or travelling to an away match will have secured parental permission beforehand.  Parents who do not accept this arrangement should inform the College at the start of the academic year.  While every effort will be made to adhere to arranged times on trips, in particular the arrival time back at the College, the College cannot guarantee such times, for example where circumstances arise which are outside the control of staff involved.

 

Special Needs, Medical Issues and Dietary Requirements

It is the responsibility of parents/guardians to ensure that the organiser of any trip is aware of any special needs, medical or dietary issues.  Such information that has been given to College medical staff is not passed to trip organisers as a matter of routine. 

Supervision

The number of staff which accompanies a group will be influenced by a number of factors including:

  • The number of students travelling
  • The age of the students
  • The destination of the trip
  • Additional supervision which may be provided at the trip destination
  • The division of students into smaller groups with each requiring supervision
  • The type of transport to be used

Certain trips facilitate shopping or recreation which may not directly supervised.  This situation will usually arise for senior students and will be indicated on the permission slip, itinerary or information letter sent to parents/guardians.

The College expects that all students travelling on an extended tour will display a level of maturity commensurate with their age.  Students on trips which involve an overnight stay in Ireland or abroad will not be supervised on a 24 hour basis and all extended school tours will involve periods of time without direct supervision.  Parents who are concerned that such a level of supervision is inappropriate should not permit their son to take part in such trips.

School Tours Abroad/Exchanges/Overnight Trips

In general, overnight trips/tours occur in addition to the normal academic and extra-curricular programmes of the College.  There is normally an additional charge.

Students, who withdraw from the trip after a deposit, or full monies, has been paid, will not be entitled to a refund.  Similarly, a student who is prevented from travelling for disciplinary or safety reasons will not be entitled to a refund. 

It is the responsibility of parents/guardians in conjunction with students to ensure that all documents necessary for travel abroad (eg passport, identity card) are up to date and in order.  The College will not take responsibility for a student whose personal documentation is not in order and who is prevented from travelling abroad as a result.

Parents/guardians will receive a written overview/itinerary of overnight trips and will be required to give written consent to their son taking part on the trip.  It will be the responsibility of parents/guardians to ensure that the organiser of a trip is aware of any special needs, medical or dietary issues.  Students will be informed, prior to going on the trip that College rules apply on trips.

The Code of Behaviour

Parents and pupils should be aware that the Code of Behaviour[2] applies on all school trips.  The Code of Behaviour states clearly that the possession, use, supply or nay involvement with illegal drugs, dangerous objects, alcohol, or tobacco is seen as an extremely serious offence likely to lead to prolonged suspension or expulsion.  In particular, pupils and parents should note that the Board of Management reserves the right to remove from the school register any student who has possession of dangerous objects, weapons or harmful substances while on a school trip of any kind.

Health and Safety

Health and safety of students and supervision is a priority when organising and taking a College trip or tour.  Teachers taking any trip will exercise due care, common sense and judgement of health and safety arises.

Parents of students who have special needs, a medical condition, or who are on medication of any kind, should notify the teacher/s in charge of this and any medication being taken.

In case of an accident, staff will normally apply basic first aid only.  Expert medical attention will be sought should this be thought necessary.

On return from, or during, any trip staff may advise a parent/guardian to seek medical advice, should they deem this appropriate.

Where there is a serious accident occurs, staff will seek medical assistance as a first priority then inform the College.  Parents will be contacted as soon as possible by the College.

Greenhills Community College requires that all students are covered under the College insurance policy, and the College return details of all students to the insurers for this purpose.  Specific activities are excluded from this policy and Parents/Guardians may request to see these.

Day trips will not normally be covered by another insurance policy.  Additional insurance for longer trips will be organised by the College where considered appropriate. 

School phone mobile to brought out on tour.                                                                                                                  

[1] All parents and pupils have been sent a Copy of the College Code of Behaviour, acceptance of which is a condition of entry to Greenhills Community College.

[2] All parents and pupils have been sent a Copy of the College of Behaviour, acceptance of which is a condition of entry to Greenhills Community College.  Additional copies are available from the School Office

Special Educational Needs 2019/2020
...
Transfer Policy

TRANSFER  POLICY

 

 

Transfers from other schools providing post-primary programmes

Applications to transfer from other schools providing post primary education will be processed in accordance with the policies and procedures outlined in this policy as they relate to the student in general and to students with special educational needs.

 

The Board of Management will consider and decide on applications for transfer from other schools by applying the following criteria:

 

  • Transfer criteria and procedures have been met
  • A transfer is in the best interests of the student and of the school
  • A transfer is of educational benefit to the student
  • A transfer will not inhibit the accomplishment of the mission and aims of the school for existing students

 

A transfer student is defined as any student who is currently enrolled in another school.

 

At Greenhills College we are committed to providing a comprehensive inclusive education that will enable each individual to fulfil his potential in a positive, caring, respectful learning environment where skills and attitudes for life-long learning are developed.   We will promote equality, innovation and partnership in delivery of our services.   The creation of this environment for each class group and individual within each group is an on-going and cumulative process beginning in first year and ending in sixth year.

 

Transfer Enrolment CriteriaThe Board of Management will consider applications for enrolment of students attending other schools providing post-primary courses, on the completion of an application form indicating reasons for the students transfer.  Other information relating to the student’s educational performance, school attendance and behaviour will be considered in relation to the whole school community.   The transfer should be in the best interests of the student.  Applications to transfer from other schools providing post-primary courses will be considered for the commencement of a new school year.   No transfers will be accepted after September 30th in any given school year.

 

 

 

  • The behaviour record of a student in their previous school shall be an important factor as will the level of co-operation between the previous school and the student’s parent(s) or guardian(s).
  • Punctuality and attendance record of a student in their previous school shall also be an important factor.
  • In a case where a student has been excluded from another post primary school, an application for enrolment will not be considered until all pastoral and disciplinary avenues have been explored with that school up to and including a section 29 appeal under the Education Act 1998.
  • The availability of suitable places in any given year group shall be of paramount importance.
  • Any integration implications from having the child enter the school will be an important factor.

 

Parents will be made aware if an issue exists around any of these criteria on receipt of a completed application form.   Notwithstanding this, the parent/guardian is entitled to apply for a transfer to the school.

 

 

Transfer Procedures

  1. The parents/guardians of students wishing to transfer to Greenhills College will be supplied with:
  • An application form for transfer
  • A copy of the admissions policy
  • Advice as to the closing date for receipt of completed application
  1. In addition to the application form parents/guardians must supply to Greenhills College:
  • A written report from the Principal of the students previous school/s which must include an account of
  • Current Enrolment status of the student
  • Behaviour report of the student
  • Attitude to authority and correction
  • Academic progress report
  • Parental support/involvement
  • Punctuality
  • Attendance
  • A written reference recommending the student from the Principal of the previous school
  • Copies of school reports from the previous school
  • A copy of any educational/psychological assessments if applicable
  • A written acceptance that their child will abide by the School Code of Behaviour as supplied
  • Year group in which they wish to apply for
  • Transfer student form must state subjects being studied by applicant at time of application. If Greenhills College is unable to provide all of these subjects, a place may be declined on educational grounds
  • Student’s name, age, date of birth, address and birth certificate
  • Relevant information, if applicable, regarding custody, access arrangements and court orders pertaining to the student
  • Details of any relevant medical conditions of students
  • Details of any disabilities or special education needs of students
  1. Parents/Guardians will be required to meet with the Principal, Deputy Principal/Assistant Principal accompanied by the student if he is less than 18 years of age to discuss the prospective enrolment
  2. Based on this information, in conjunction with the transfer enrolment criteria, the Board of Management will make a decision in relation to the application.

 

Reserved Right of the Board to Refuse Enrolment

The Board of Management reserves the right to refuse to enrol students if where:-

 

  • It would be seriously detrimental to the continuity of the child’s education
  • It would be detrimental to the continuity of the education of existing students in the school
  • It would be likely to be seriously detrimental to order and discipline in the school
  • The school does not have the capacity to accommodate the student i.e. class/subject groups are full
  • The school programme is unsuitable to the educational needs of the student
  • The education normally provided by Greenhills College is not suited to the age, ability or aptitude of the student
  • If Greenhills College is unable to provide all of the subjects from the previous school, a place may be declined on educational grounds
  • Enrolment would constitute a risk to the health and safety of other students enrolled
  • A decision to enrol would clearly have a demonstrably negative impact on the capacity of the school to deliver programmes to other students
  • The Board has not been provided with sufficient information to make an informed decision on the educational needs of the student.

 

As soon as practicable, but not later than 21 days after a parent or adult student has provided a completed application with all information requested each application is brought to the board and  the Board of Management will make a decision in respect of the application and inform the parent or student in writing of its decision.

 

It may be necessary for a consultation with the Educational Welfare Officer to take place.

 

 

 

Right to Appeal to Dublin & Dun Laoghaire ETB

 

Any refusal to admit a student may be appealed within 14 days

Under section 29 of the Education Act, 1998, Parents/Guardians have the right to appeal a refusal by the school to enrol a student.   A decision of the Board of Management may be appealed to Dublin & Dun Laoghaire ETB, in accordance with the Department of Education and Science circular M48/01.   In a letter to parents/guardians refusing enrolment, this right will be stated and the relevant form made available.   Appeals must be made within 14 days of the date of the letter communicating the decision of the Board of Management.

 

 

Enrolment of students with Disabilities and Special Education Needs

 

The school will process all applications for students with special needs.   The Board of Management welcomes applications from students with special education needs.   The staff and Board of Management will do all it possibly can to plan and provide for a special needs or disabled child seeking admission to the school.   Every effort shall be made to provide an integrated and inclusive education.

 

Definitions

For the purposes of this policy, a student with ‘special education needs’ is a student who, because of attributes arising from a disability (as defined in the Equal Status Act 2000, see appendix 3) is unable to benefit from an ordinary school programme without special classes or other special education services.   Students who have been in receipt of special education programmes or services immediately prior to the application to enrol will be deemed to have special needs.

 

Students, who in the view of the school, formed on the basis of assessments carried out by the school and/or on information provided on application, are deemed to be students with special education needs and shall be so treated under the terms of this application process.

 

Early Application

It is the policy of the school to try to identify at an early stage of the admissions process students who may have special education needs.   The school will make every effort to become familiar with these needs and to make the necessary arrangements to meet them.   The school will request to access the student’s records from primary school/individual education programme.

 

Decisions on such applications will be made within 21 days of all the required information being made available to the school (subject to the DES granting all the required resources).   Attendance at the school may be deferred if a delay in providing essential resources occurs.

 

 

Information on Special Education Needs

Parents/Guardians will be required to provide information on educational, medical or psychological reports relevant to the education of the student.   Parents/Guardians will be required to provide written information on the education plan or programme being provided for the student prior to their application for enrolment.   Lack of information or failure to provide required up to date reports will be a basis for a decision to defer the commencement of the educational programme for the student at the school.

 

If the student has not to date been formally assessed by an appropriate professional, written consent of parents/guardians for the student to be assessed, will be required.

 

Resources

Requests to the Department of Education & Science for resources for students with disabilities or special education needs will be made to Dublin & Dun Laoghaire ETB, on behalf of the school in accordance with the procedures of the Department of Education & Skills.

 

 

 

 

Signed:-  ______________________________                 Date: ______________________

                Chairperson, Board of Management

 

 

 

Signed:   ____________________________              Date:   ______________________

                       Principal

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